Delivering on the Promise of the Science of Reading for All Children

Terry, Nicole Patton

doi:10.1002/trtr.2031

Cited by 9 publications

(1 citation statement)

References 34 publications

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“…Our goal as we progressed through this study on motivation and proximal rewards was to give vigilant efforts in viewing the process and results with a critical lens as to what counted as reading motivation to all students. We consciously made efforts to acknowledge our White positionality and adjust our thinking and practices throughout the process—especially when considering marginalized students whose background, culture, and experiences are often ignored in the classroom and in research (Milner, 2007; Terry, 2021).…”

Section: Methodsmentioning

confidence: 99%

Providing Proximal Rewards: Rethinking Reading Rewards and Motivation

Brandt,

Gardner,

Clark

2024

The Reading Teacher

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Research shows a general declining trend in reading motivation as students progress through their schooling experience. This qualitative study examines how adjusting practices of rewarding reading can improve reading motivation among students. Teachers are trained in the principles of motivation and introduced to the proximal reward theory (Gambrell, 1996). They are then challenged to come up with ideas for proximal rewards and implement them appropriately for their classrooms, replacing prior incentives of food and prizes. Qualitative data are collected through classroom observations, interviews, and teacher journaling. Outcomes showed teachers' ability to plan and implement appropriate approximal rewards increased as did the teachers' confidence in their effectiveness, while students also increased in motivation for reading tasks.

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Section: Methodsmentioning

confidence: 99%

Providing Proximal Rewards: Rethinking Reading Rewards and Motivation

Brandt,

Gardner,

Clark

2024

The Reading Teacher

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Revolutionary Love: Centering the Full Humanity of Children in the Literacy Curriculum

Braden,

Myers,

Thornton

et al. 2024

Reading Research Quarterly

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This qualitative study explores how teachers implement literacy pedagogies that affirm and engage students despite facing restrictive literacy mandates. We interviewed a focus group of four veteran Revolutionary Loving kindergarten through fifth‐grade teachers from three Title 1 schools in the southeastern United States. Additionally, the study examined how teachers challenged deficit‐oriented beliefs, employed strategies to understand students' cultural and linguistic identities, expanded their knowledge of research‐proven best practices, and created intentional learning communities. Findings revealed several barriers, such as state education laws inhibiting pro‐Black and pro‐Latinx discussions, standardized testing, and mandated scripted literacy curricula. Teachers navigated these barriers by centering students' lives, incorporating supplemental materials, and being responsive to students. Enhancing factors included supportive school environments, mentorship, and professional development. Drawing on culturally relevant pedagogy, culturally sustaining pedagogy, and Revolutionary Love, the study emphasizes the importance of teacher autonomy, culturally sustaining pedagogies, and ongoing professional learning to navigate restrictive mandates and foster student‐centered, liberatory literacy instruction.

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