Enhancing Young Adolescents' Motivation for Literacy Learning

Mizelle, Nancy B.

doi:10.1080/00940771.1997.11494448

Cited by 8 publications

(5 citation statements)

References 21 publications

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“…In the case of reading for pleasure, sustained engagement is paralleled with perseverance and the need to develop a sense of the text's flow. In classrooms, where children are given regular opportunities to engage in reading for pleasure for a long time, children's reading proficiency scores and intrinsic motivation to read are higher (Taylor, Frye, & Maruyama, 1990;Mizelle, 1997;Cremin et al, 2014).…”

Section: Participation: Shared and Sustained Rfp Engagementmentioning

confidence: 99%

Young children’s reading for pleasure with digital books: six key facets of engagement

Kucirkova

Littleton

Cremin

2016

Cambridge Journal of Education

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Section: Participation: Shared and Sustained Rfp Engagementmentioning

confidence: 99%

Young children’s reading for pleasure with digital books: six key facets of engagement

Kucirkova

Littleton

Cremin

2016

Cambridge Journal of Education

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“…Simply put, reading practice helps students become better readers. Studies have documented that time spent reading is associated with both reading proficiency and intrinsic motivation to read (Allington & McGill‐Franzen, ; Mizelle, ; Taylor, Frye, & Maruyama, ).…”

Section: Seven Rules Of Engagementmentioning

confidence: 99%

Seven Rules Of Engagement: What's Most Important to Know About Motivation to Read

Gambrell¹

2011

The Reading Teacher

175

118

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“…For example, the movement took seriously the injunction to meet the diverse needs of all students, resulting in efforts toward differentiation (i.e., "learning styles"). Instructional models demonstrated how to create a classroom that met students' diverse needs (Bradley & Fisher, 1995;Brodhagen, 1998) and motivated them to learn based on their interests and questions (Hootstein, 1994;Mizelle, 1997). The focus on the needs of special populations of students also presaged the middle school movement of the next decade.…”

Section: -1999: Hope In the Midst Of Stormsmentioning

confidence: 99%

An Historical Overview of the Middle School Movement, 1963–2015

2016

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Over 50 years of articles related to the middle school movement in the United States were examined and analyzed in order to uncover the movement's primary themes associated with practice, research, and policy. Using a qualitative content approach, researchers created themes to represent the movement decade by decade. The years 1963-1979 were identified as the beginning of the Middle School Movement and its search for an identity. The next decade, 1980-1989, was a time of advancement and progress, and the movement became identified with practices, such as team teaching, interdisciplinary curriculum, and advisory. The years 1990-1999 saw pressure on the movement advancing from national policies, but the movement persisted with a sense of hope. To combat challenges to the middle school movement's core beliefs and practices, an era of research on middle school practices emerged, and this research focus characterized 2000-2009. The current decade continued the research focus with an international perspective and efforts to identify and describe a "signature" middle school pedagogy. From this historical perspective, it was determined that core middle school practices must continue to grow and thrive in order to meet the social and academic needs of future generations of young adolescents.

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Enhancing Young Adolescents' Motivation for Literacy Learning

Cited by 8 publications

References 21 publications

Young children’s reading for pleasure with digital books: six key facets of engagement

Young children’s reading for pleasure with digital books: six key facets of engagement

Seven Rules Of Engagement: What's Most Important to Know About Motivation to Read

An Historical Overview of the Middle School Movement, 1963–2015

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