Moving Beyond Readability

Considering Choice, Motivation and Learner Engagement

Bibliographic Data

ID4255151
AuthorsPauline F Moley (University of Arkansas at Little Rock), Patricia E Bandré (Baker University), John E George (0000-0003-3216-9823, University of Missouri–Kansas City)
Year2011
Volume50
Issue3
Pages247-253
Publication date2011-06-27
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2011.584036
OpenAlexW2011454112
LanguageEN
Citations received4
References cited11

As reading professionals and former middle school teachers, we believe it is essential for teachers to select books thoughtfully, understand the relationship between book selection and student motivation and engagement, and realize the importance of classroom instruction during the reading of literature. Teachers strive to help middle school students be strategic, independent readers. They want their students to successfully read and comprehend a text, think critically about its content, and discuss their thoughts with others. Unfortunately, the current educational climate makes these lofty goals. Often, more assignments are equated to accountability and rigor. We make the argument that in order for students to want to read and comprehend a text, think critically, and be willing to discuss their thoughts, teachers must consider the texts selected, the attributes of motivation, and the kinds of instructional opportunities afforded to students

Accountability · Argument (complex analysis · Mathematics education · Pedagogy · Political science · Readability · Reading (process · Reading comprehension · Reading motivation · Selection (genetic algorithm · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Psychology · Reading and Literacy Development

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