This document discusses strategies for fostering student reading engagement. It begins by sharing quotes about reading identity and how texts can shape the self. The rest of the document focuses on applying Cambourne's conditions of learning to reading: immersion, demonstration, expectations, responsibility, use, approximation, and response. Specific strategies are provided for each condition, such as providing access to diverse texts, read alouds, choice, feedback, and discussion. The goal is to create lifelong readers by developing reading identity and motivation.

1. Fostering Students’ Reading
Engagement
Teri Lesesne
Donalyn Miller

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4. “Becoming a reader and a writer has as
much to do with assuming an identity as
a reader and a writer as it does with
acquiring a set of predetermined
cognitive skills.”
(Serafini, 2013)

5. “Texts and the literate practices that
accompany them may not only reflect the
self, but may also produce the self.”
(Davies, 1989)

6. Our Reading
Lives
How we develop a reading identity

7. Teri’s Childhood

8. Donalyn’s Early Years

9. Terrible Tween Teri

10. Donalyn: In-Between

11. Teri’s Teens: Where’s the YA?

12. The YA YA Years: Donalyn

13. Teri’s Split Personality

14. Torn Between Two Covers:
Donalyn

15. Your Reading Autobiography
 So, what are the highlights of your reading
life?
 What are the low points?
 Titles, series, authors, books you recall
strongly?

16. Turn and talk at your tables
about your reading memories.

17. Getting to Know Readers
 Ask them to create a reading autobiography
 Can be written
 Can use app such as
www.whenintime.com
 Here is Teri’s
 Collect them, analyze them for
commonalities
 Identify kids who are already engaged
readers and those who are not

18. Carlsen and Sherrill
(1988)
What else do we know about readers?

19.  Setting aside for reading
 Having a teacher show in the individual's reading
 Having teachers
 Being exposed to a of reading fare
 Receiving help from
books
books with friends
 Participating in reader-centered of literature
 Being allowed freedom of in reading fare
Conclusions:
Carlsen and Sherrill

20. 25 Years of Reading
Autobiographies
 Time
 Role models at home and school
 Access to books
 Choice of reading materials
 Stories as mirrors, windows, and doors

21. Engagement

22.  What engagement is NOT
 What engagement IS
 How can we tell?

23. Engagement?

24. Cambourne’s Conditions of
Learning
(1995)

25. Immersion

26. Learners need to be immersed in
text of all kinds.

27. Learners’ interests are sparked
by what they see and hear so
that they want to learn the new
skill.

28.  Genre
 Form
 Format
 Length
Some Factors to Consider

29.  Historical Fiction
 Realistic Fiction
 Traditional Literature
 Science Fiction & Fantasy
Genres

30.  Picture books
 Graphic novels
 Poetry
 Short stories
 Drama
Forms and Formats

31. Preview Stacks

32. Read Alouds

33. Demonstrations

34. Learners are shown numerous models
and given a lot of direct instruction.

35. Learners have plenty of opportunity to
practice new skills and strategies and try
to improve proficiency.
(demonstration/immersion)

36. Learners need to receive many
demonstrations of how texts are
constructed and used.

37. Mentor Texts/ Mentor Authors

41. www.melissa-stewart.com

42. Employment

43. Learners need many opportunities to
engage in print.

44. Learners need time and opportunity to
use, employ, and practice their developing
control in functional, realistic, and non-
artificial ways.

45. How can students practice their
developing literacy skills in functional,
realistic, and non-artificial ways?

46. Access to books.

47. Access to a full-time school librarian
increases students' test scores, closes
the achievement gap, and improves
writing skills.
(Lance, 2012)

48. Students read 50-60% more in
classrooms with adequate
libraries.
(Allington, 2007; Morrow, 2003; Neuman, 1999)

49. Classroom Library Checklist
What would you look for when evaluating a
classroom library to determine if it was
adequate?

50. Diversity
Currency
Organization

51. In a 2013 Scholastic survey of 3,800
teachers, only 40% had at least 300
books in their classroom libraries.

52. Rigor vs. Complexity
 Rigor

53. Read books across a range of
difficulty.

54. Motivation Background Knowledge
Reading
Level
Matching
Readers with
Books

56. Motivation Background Knowledge
Reading
Level
Matching
Readers with
Books

57.  Graphic Novels and Illustrated Novels
 Picture Books
 Poetry and Novels in Verse
 Informational Books with Text Features
Lexile Accuracy Concerns

58. Responsibility

59. Learners are able to make
decisions about how much they
will attempt.

60. Learners need to make their own
decisions about when, how, and what
"bits" to learn in any learning task.
Learners who lose the ability to make
decisions are disempowered.

61.  Narrow choices and set some limits
 Genres
 Award winners
 Forms and formats
How do students learn responsibility?
Choice

62.  Booktalks
 Read Alouds
 Displays
 Peer Suggestions
Provide Guidance

63. Allowing students to choose their own
texts fosters engagement and increases
reading motivation and interest.
--Gambrell, Coding, & Palmer (1996); Worthy & McKool
(1996); Guthrie & Wigfield (2000)

64. Differentiation (Tomlinson, 2000)
Content
Process
Product
Learning Environment

65. Approximation

66. Learners must be free to approximate
the desired model—"mistakes" are
essential for learning to occur.

67. Learners are safe from criticism
when they take risks.

68. Learners receive feedback in a timely manner.

69. Paired Texts, Text
Sets, and Reading
Ladders

70. Wangari Maathai,
Environmentalist &
Political Activist

73. 27
Dust Bowl Reading Ladder
Reading Ladders
(Lesesne, 2010)

75. Response

76. R is for Response (Rosenblatt)
Not just one type
Interpretive
Personal
Critical
Evaluative

77. Learners must receive feedback from
exchanges with more knowledgeable others.
Response must be relevant, appropriate,
timely, readily available, and non-
threatening, with no strings attached.

78. Personal/Emotive
 What is your “gut” telling you?

79. Interpretive
 If I were the main character…

80. Critical
 Analyze and dissect

81. Evaluative
 Is it GOOD or BAD?

83. Reading and writing float on a sea of
talk.
–James Britton

84. Literate conversations with peers
(as little as ten minutes a day)
improve students' reading motivation,
comprehension, and test scores.
( Cazden, 1988; Nystrand, 2006)

86. Book Commercials

87. Student-Created
Displays

89. Books that Engage

138. “What we learn with pleasure we never forget.”
--Alfred Mercier