Literacy educators, spurred by curricular standards requiring increased attention to reading nonfiction, are compelled to consider text‐specific reading instruction. As research supports the connection between motivation and reading achievement, these mandates beg the question, Are children equally motivated to read fiction and nonfiction? This article presents fiction and nonfiction versions of the Motivation to Read Profile–Revised that can be used to assess student motivation for these two text types. Recommendations for using student responses to address classwide and individual reading motivation for fiction and nonfiction are also presented.

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Addressing the social and emotional needs of students is not only vital, but it should be a priority for all teachers. Teaching social and emotional skills directly influences students' academic ability. Yet, many schools and classrooms do not see the connection between their instruction and curriculum with SEL. Often, schools have set aside a portion of the school day, or a few minutes at the end of the class period, to check in with students or teach specific skills. One way that students can explore their own identities and build a sense of agency is through the use of young adult literature. There are many ways that teachers can incorporate YA in the classroom to build SEL. This chapter focuses on how three current in-service teachers use YAL to address SEL in their classrooms. They each provide a brief background of who they are, their beliefs about using YAL to address SEL in their classrooms, and authentic examples from their instruction. Using these descriptions, the authors hope this chapter will help promote using YAL to address SEL in classrooms.