Teachers would prefer a classroom of students who are engaged-actively and thoughtfully participating in literacy instruction. But what is itabout instructional tasks that make them engaging or disengaging?

This comprehensive guide, comprising both published and exclusive content, provides classroom-tested ideas to help develop 21st-century reading and writing skills in your adolescent learners. Based on their long-running ILA E-ssentials series, Engaging the Adolescent Learner, the authors have personally selected these articles to help you set the stage for 21st-century learning in your classroom.

For most classroom teachers, recognizing when students are engaged in literacy activities – and perhaps more glaringly, when they are not – is a process that is key to evaluating the potential success of the instruction being offered. Students who are engaged have their eyes on what they are doing, are ardently attending to the teacher's read aloud or in reflective repose as they read independently. Moreover, students who are motivated to participate in literacy instruction are on task, cognitively and strategically engaged with the material, and perhaps affectively responding to the activity as well. Therefore, the purpose of this article is to report on an updated and more reliable revision of the Motivation to Read Profile (MRP‐R) and to engage in a discussion of how periodic, class‐wide administration of the MRP‐R can inform practices to support motivating classroom contexts.

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