Building Reading Confidence in Adolescents

Introduction Why Is Self-Efficacy Important in Reading? The Purpose of the Text The Audience for This Text Outline of the Text 1. The Four Elements of Reading Self-Efficacy Identifying the Self-Efficacy Elements of C-I-M-S Confidence Independence Metacognition Stamina Self-Efficacy and the Cueing System Learning from Teachers and Students Validating and Violating C-I-M-S Validation of Readers' C-I-M-S Environmental Elements Teaching/Learning Dialectic Curricular Decisions Affective Issues Strategies Violation of Readers' C-I-M-S Concluding Comments 2. A Closer Look at Confidence and Reading What Teachers Have to Say About Confidence and Reading Teaching and Learning Curriculum Planning for Enhancing Reading Confidence Affective Interactions and Confidence Strategies for Building Readers' Confidence What Students Have to Say About Confidence Teaching and Learning Curriculum Planning for Enhancing Reading Confidence Affective Interactions and Confidence Strategies for Building Readers' Confidence Comparing Teacher and Student Thoughts on Reading Confidence An Environment That Builds Confidence Reading in Content Classrooms Classroom Practices for Building Reading Proficiency Strategies for Building Readers' Confidence Class Meetings About Reading Using Authentic Texts Accessing Prior Knowledge Making Connections to Reading Paired Reading With Peers Paired Reading With Younger Readers Word Walls Using Text Sets Retrospective Miscue Analysis Concluding Remarks 3. The Importance of Independence for Gaining Reading Proficiency What Teachers Have to Say About Independence Teaching and Learning Curriculum Planning for Enhancing Reading Independence Affective Interactions and Independence Strategies for Building Readers' Independence What Students Have to Say About Independence Teaching and Learning Curriculum and Reading Affective Interactions and Independence Reading Strategies to Enhance Independence Comparing Teacher and Student Responses to Reading Independence An Environment for Developing Independence Classroom Conditions That Create Reading Independence Scaffolding Reading Independence Strategies for Creating Reading Independence Interest Inventories Silent Reading Questioning the Author Student Think Alouds Note-Taking Skimming, Scanning, Browsing Concluding Remarks 4. A Closer Look at Metacognition and Its Role in Reading Proficiency What Teachers Have to Say About Metacognition Environment Teaching and Learning Relationships Curricular Planning to Foster Metacognitive Awareness Affective Decisions and Metacognition Strategies to Build Metacognition What Students Have to Say About Metacognition and Reading Environment Teaching and Learning Relationships Curricular Decisions Affective Decisions Comparing Teacher and Student Responses to Metacognition Creating More Strategic Readers Are We Preparing Metacognitive Teachers? Concluding Remarks 5. The Significance of Stamina in Reading Proficiency What Teachers Have to Say About Stamina Teaching and Learning Curricular Decisions That Enhance Reading Stamina Affective Decisions and Stamina What Students Have to Say About Stamina and Reading Teaching and Learning Curricular Decisions Affective Decisions Comparing Teacher and Student Thought on Stamina An Environment for Building Readers' Stamina Strategies for Building Readers' Stamina Support Strategies Graphic Organizers Categorization of Information Knowledge Charts Choice Strategies Wondering and Wandering Assessment Strategies Concluding Remarks 6. Developing Curriculum That Addresses Self-Efficacy Addressing Self-Efficacy in the Classroom Curricular and Instructional Models Rigor Relevance Relationship Text Sets of Multiple Print Materials Rigor Relevance Relationship Choice and Voice Rigor Relevance Relationship Sustained Time for Reading, Writing, Talking, Thinking, and Sharing Rigor Relevance Relationship Where Do We Go From Here? References Index