Building Reading Confidence in Adolescents

Holly Johnson is an Associate Professor in the Division of Teacher Education at the University of Cincinnati. where she teaches adolescent literacy courses for students interested in becoming middle school teachers. Her research focuses on adolescent literacy and literature, and issues of social justice. She taught middle school language arts and social studies in Kentucky and Arizona, and was an industrial arts teacher in Botswana, Africa as a Peace Corps Volunteer. Lauren Freedman is a Professor of Literacy Studies at Western Michigan University. Her primary areas of expertise include the role of self efficacy in literacy development, the use of multiple materials within and across the curriculum, inquiry as a framework for instruction and literacy strategy development, and the role of student-led, small group discussion within learning-centered classroom communities. Karen F. Thomas has been a classroom instructor and administrator in both elementary and middle/high school for 15 years teaching reading and English in urban, public, private and overseas settings before her current teaching at the college level for the 15 plus years. Currently, Thomas is a Professor of Literacy Education at Western Michigan University teaching undergraduate and graduate classes where she also serves as Director of the Dorothy J. McGinnis Reading Center and Clinic and editor of Reading Horizons. She also is involved with a number of community initiatives for literacy as part of the Western Michigan University′s Clinic Outreach Program as well as co-investigator for an Early Reading First 3.4 million dollar grant working with Headstart populations.

• IntroductionWhy Is Self-Efficacy Important in Reading?The Purpose of the TextThe Audience for This TextOutline of the Text1. The Four Elements of Reading Self-EfficacyIdentifying the Self-Efficacy Elements of C-I-M-SConfidenceIndependenceMetacognitionStaminaSelf-Efficacy and the Cueing SystemLearning from Teachers and StudentsValidating and Violating C-I-M-SValidation of Readers′ C-I-M-SEnvironmental ElementsTeaching/Learning DialecticCurricular DecisionsAffective IssuesStrategiesViolation of Readers′ C-I-M-SConcluding Comments2. A Closer Look at Confidence and ReadingWhat Teachers Have to Say About Confidence and ReadingTeaching and LearningCurriculum Planning for Enhancing Reading ConfidenceAffective Interactions and ConfidenceStrategies for Building Readers′ ConfidenceWhat Students Have to Say About ConfidenceTeaching and LearningCurriculum Planning for Enhancing Reading ConfidenceAffective Interactions and ConfidenceStrategies for Building Readers′ ConfidenceComparing Teacher and Student Thoughts on Reading ConfidenceAn Environment That Builds ConfidenceReading in Content ClassroomsClassroom Practices for Building Reading ProficiencyStrategies for Building Readers′ ConfidenceClass Meetings About ReadingUsing Authentic TextsAccessing Prior KnowledgeMaking Connections to ReadingPaired Reading With PeersPaired Reading With Younger ReadersWord WallsUsing Text SetsRetrospective Miscue AnalysisConcluding Remarks3. The Importance of Independence for Gaining Reading ProficiencyWhat Teachers Have to Say About IndependenceTeaching and LearningCurriculum Planning for Enhancing Reading IndependenceAffective Interactions and IndependenceStrategies for Building Readers′ IndependenceWhat Students Have to Say About IndependenceTeaching and LearningCurriculum and ReadingAffective Interactions and IndependenceReading Strategies to Enhance IndependenceComparing Teacher and Student Responses to Reading IndependenceAn Environment for Developing IndependenceClassroom Conditions That Create Reading IndependenceScaffolding Reading IndependenceStrategies for Creating Reading IndependenceInterest InventoriesSilent ReadingQuestioning the AuthorStudent Think AloudsNote-TakingSkimming, Scanning, BrowsingConcluding Remarks4. A Closer Look at Metacognition and Its Role in Reading ProficiencyWhat Teachers Have to Say About MetacognitionEnvironmentTeaching and Learning RelationshipsCurricular Planning to Foster Metacognitive AwarenessAffective Decisions and MetacognitionStrategies to Build MetacognitionWhat Students Have to Say About Metacognition and ReadingEnvironmentTeaching and Learning RelationshipsCurricular DecisionsAffective DecisionsComparing Teacher and Student Responses to MetacognitionCreating More Strategic ReadersAre We Preparing Metacognitive Teachers?Concluding Remarks5. The Significance of Stamina in Reading ProficiencyWhat Teachers Have to Say About StaminaTeaching and LearningCurricular Decisions That Enhance Reading StaminaAffective Decisions and StaminaWhat Students Have to Say About Stamina and ReadingTeaching and LearningCurricular DecisionsAffective DecisionsComparing Teacher and Student Thought on StaminaAn Environment for Building Readers′ StaminaStrategies for Building Readers′ StaminaSupport StrategiesGraphic OrganizersCategorization of InformationKnowledge ChartsChoice StrategiesWondering and WanderingAssessment StrategiesConcluding Remarks6. Developing Curriculum That Addresses Self-EfficacyAddressing Self-Efficacy in the ClassroomCurricular and Instructional ModelsRigorRelevanceRelationshipText Sets of Multiple Print MaterialsRigorRelevanceRelationshipChoice and VoiceRigorRelevanceRelationshipSustained Time for Reading, Writing, Talking, Thinking, and SharingRigorRelevanceRelationshipWhere Do We Go From Here?ReferencesIndex

"A tremendous book. Research shows and teachers know that motivation is a central challenge facing teachers today. This text provides fresh insight into self-efficacy, an essential component of motivation, by exploring what it is, how to cultivate it, and how to nurture it in the context of innovative teaching that develops literacy competence in a range of areas."