Engaging young readers : promoting achievement and motivation

By L. Baker, M. Dreher, J. Guthrie. 2000

201 citations recorded by the source corpus.

Subfields: Information Systems

View Paper: https://www.semanticscholar.org/paper/f6e58d01101ea5c37911cc6dbe7dcf1fb6bf9f39

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Information Systems

1. Douglas Fuchs
2. Paul L. Morgan
3. Patricia A. Alexander
4. Lauren M. Singer
5. B. Hamre
6. L. Baker

Citations in the corpus

• Is There a Bidirectional Relationship between Children's Reading Skills and Reading Motivation? (2007, background): “Because of its link to reading practice, poor readers’ lack of motivation is increasingly suggested as an underlying cause of long-term reading difficulties (e.g., Baker, 2000; Gambrell & Morrow, 1996; Pressley, 2002; Quirk & Schwanenflugel, 2004; Stanovich, 1986; Wigfield, 2000).”
• Metacognitive Reading Strategies, Motivation, and Reading Comprehension Performance of Saudi EFL Students (2016, background): “Baker, Dreher, and Guthrie (2000) suggest that for students to be motivated to read, teachers and parents alike must provide children good foundation at the word level, serve as guide on the side, provide opportunities to read to learn with sufficient interesting reading materials, create a sharing…”
• Becoming an Engaged, Self-Regulated Reader (2002, background): “In regard to reading, the more an individual values a particular reading task, the better the chance that he or she will be motivated to self-regulate and become engaged in the reading process (Paris, Lipson, & Wixsom, 1994; Wigfield, 2000).”
• The link between fiction and teenagers’ reading skills: International evidence from the OECD PISA study (2018, background): “…young people read is associated with their reading skills, with an extensive array of academic research illustrating this relationship (Kirsch et al, 2002; OECD, 2011a, 2011b; Baker et al, 2000; Krashen, 2004; Schiefele, et al, 2012; Brozo et al, 2007; Cremin et al, 2014; Sullivan and Brown, 2015).”
• THE ROLE OF PARENTS IN MOTIVATING STRUGGLING READERS (2003, background): “Drawing on students’ home culture and interests in classroom activities puts teachers in a better position to reach struggling readers and children who are unmotivated by what they are experiencing in school (Gentile & McMillan, 1990, 1991; McCarthey, 2000; Sonnenschein & Schmidt, 2000).”