In No More Reading for Junk, Linda Gambrell and Barbara Marinak provide research-based context for fostering children’s intrinsic motivation to read, and share some of the strategies and techniques that can transform disengaged readers into passionate ones.
Teachers are often naturally avid readers, but even if you aren't the sort of reader who is inclined to sit down with the latest best-selling novel, there are so many ways to share with students the authentic ways you engage with text in your daily life. "One of the key factors in motivating students to read," write Barbara and Linda, "is a teacher who values reading and is enthusiastic about sharing their reading with students."
Research has shown that children respond negatively when reading is rewarded with "junk." When given incentives such as candy, toys or stickers, the motivation to read actually decreases and students become less likely to read in the long run.
In No More Reading for Junk, authors Barbara Marinak and Linda Gambrell provide research-based context for fostering reading motivation in children, and share strategies and techniques that are proven to transform students into passionate, lifelong readers.
A Preview from A Guide to the Reading Workshop: Middle Grades
by Lucy Calkins and Mary Ehrenworth
Over decades of research (1977, 2002), Richard Allington has returned often to the three key conditions readers need to thrive:
time to read,
access to books they find fascinating, and
The first condition, time to read, means examining middle school schedules to make sure students get time to practice. Allington argued, and many other researchers have argued, that above all, students need time to engage in reading in order to get better at reading. Arguing for time for independent reading in schools, Donalyn Miller (2015) likens the situation of students needing to read in order to get better at reading to learning a sport or an instrument. No one ever asks the coach why his players are practicing on the field, and no one asks the music teacher why students are playing instruments during practice times. The only way to get better at doing something is to practice doing it.
A year ago, I did not think I would be ready for year two of my research. Who am I kidding, at our Heinemann Fellows meeting in Denver last December, I felt my research faltering. But after an inspiring and rejuvenating three days with my co-fellows where Ellin Keene mentored us through a deep dive into our data, I had a realization: if I was going to move my students, I needed to focus more closely on my own biases and how I enacted those biases in our classroom.
My research question—In what ways does the exploration of personal identity through reading and discourse impact students’ perceptions of themselves as stigmatized readers?—made me look long and hard at my teaching practice.
There will always be students who struggle with motivation to read. In No More Reading for Junk, Barbara Marinak and Linda Gambrell show that motivation is central to reading development. If students are not motivated to read, then they will not reach their full literacy potential. The authors provide research-based context for fostering reading motivation in children, and share strategies and techniques that are proven to transform students into passionate, lifelong readers.
Students love choice. That's why giving students the power to choose books for independent reading, teacher read-aloud and classroom libraries makes them much more engaged and motivated readers.
In No More Reading for Junk, authors Barbara Marinak and Linda Gambrell provide teachers with research-based context for fostering reading motivation in children, as well as strategies and techniques proven to transform students into passionate, lifelong readers.