Jacquelynn Malloy

This is a compilation of reports from international research correspondents on the topic of emergent reading. The report includes 14 separate reports on Nigeria, China, Hong Kong, Israel, Malaysia, Singapore, Australia, Estonia, Italy, Canada, Mexico, United States, Argentina, ...

A Report of Work on the TICA Project (Teaching Internet Comprehension to Adolescents) http://www.newliteracies.uconn.edu/iesproject/index.html ... Paper 3. Patterns of effective strategy use among adolescent online readers ... Julie Coiro, University of Connecticut ...

... Within this broader context of new literacies theory, a more specific theory of online reading comprehension has also emerged (Castek & Carter, 2006; Coiro, 2003; Henry, 2007; Leu, Kinzer, Coiro, & Cammack, 2004; Leu, O'Byrne, et al., 2009). ...

Engagement is an important consideration for students' literacy learning. However, engagement in literacy tasks has received limited attention in the re-search literature. This study investigated students' affective engagement across various literacy tasks. The researchers conducted classroom observations and student interviews to document students' affective engagement in literacy ac-tivities. Data analysis revealed that students were affectively engaged in tasks where they acquired new information and when the activities were perceived to be fun.

We would like to acknowledge Sarah Cohen Burrowbridge for working with us on this project, allowing us to observe her excellent instruction. We would also like to acknowledge Lauren Serpati for calculating the inter-rater reliability presented in this paper. METHODS FOR EVALUATING LITERACY ENGAGEMENT AS A FLUID CONSTRUCT The study of literacy motivation builds upon earlier research on achievement motivation and was the focus of a five-year investigation by the National Reading Research Center (1992-1997). From this U.S. Department of Education funded research initiative emerged an engagement perspective of reading motivation that served as a guide to developing "motivated and strategic readers who use literacy for pleasure and learning" (Baumann & Duffy, 1997, p. 5). Most notably, the subsequent research using the engagement perspective included the work Wigfield et al., 2008). These researchers explored Concept-Oriented Reading Instruction (CORI) as a method of integratin...

ABSTRACT Research indicates that motivation plays a central role in literacy development. Recent investigations have revealed that reading motivation begins to erode as early as second grade. Therefore, it can be suggested that motivation must be carefully considered during early literacy instruction. However, such motivating instruction can be effectively planned only when informed by data. Consequently, there is a need for a developmentally appropriate tool to assess reading motivation in kindergarten through grade two. The Me and My Reading Profile is intended to support the instructional efforts of primary educators.

ABSTRACT This article offers insight into what makes literacy tasks engaging or disengaging based on observations of and interviews with students. In a yearlong study of a sixth-grade classroom in a Title I school, students engaged in integrated literacy-social studies instruction. Researchers studied the degree of task openness and the degree to which students of various ability levels engaged affectively, behaviorally, and cognitively. In highlighting the elements of the 10 most and least engaging of the 66 tasks observed, implications for designing highly engaged instruction are presented, as are lessons learned from student disengagement. Key words: engagement, motivation, academic tasks

Teachers have long recognized that moti-vation is at the heart of many of the per-vasive problems we face in teaching young children to read. In a study conducted by Veenman (1984), teachers ranked motivat-ing students as one of their primary and over-riding concerns. A more ...

ABSTRACT In this exploratory study, reading, writing, and discussion were examined within the context of a pen pal intervention focusing on authentic literacy tasks. The study employed a mixed-method design with a triangulation-convergence model to explore the relationship between authentic literacy tasks and the literacy motivation of elementary students (n = 180), while also seeking to document whether students demonstrated accountability to community, content, and critical thinking during small-group discussions. Data sources included pre- and postintervention scores on the Literacy Motivation Survey, transcriptions of small-group discussions, and transcriptions of interviews with 28 key student informants. Findings integrated across quantitative and qualitative data sources suggest that authentic literacy tasks have the potential to support and sustain students' literacy motivation. Analysis of the discussions revealed that students demonstrated accountability to community, content, and critical thinking. Implications for the use of authentic tasks in literacy instruction, as well as suggestions for future research, are discussed. (Contains 4 tables and 1 note.)