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2 - Enhancing Reading Motivation in Schools

from Part I - Individual-Level Academic Interventions

Published online by Cambridge University Press:  18 September 2020

By
Jamie Zibulsky  and
Lily Schwartz
Edited by
Frank C. Worrell ,
Tammy L. Hughes  and
Dante D. Dixson
Frank C. Worrell
Affiliation:
University of California, Berkeley
Tammy L. Hughes
Affiliation:
Duquesne University, Pittsburgh
Dante D. Dixson
Affiliation:
Michigan State University
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Summary

In order for children to become engaged readers, it is important for them to develop the component reading skills that lead to long-term reading success and to find reading enjoyable. Both reading motivation and skill acquisition are central to reading development and continued growth over time. However, the relationship between these two prerequisites for becoming a lifelong reader is dynamic and bidirectional, suggesting that there are many different opportunities to intervene when children are disengaged or struggling readers. School psychologists can play a role in the prevention of and intervention in both reading and motivational challenges. This chapter includes information about how school psychologists might approach these issues using a tiered systems-of-support framework, while taking the home literacy environment into account.

Keywords

home literacy environmentreading instructionreading interventionreading motivationtiered systems of support
Type
Chapter
Information
The Cambridge Handbook of Applied School Psychology , pp. 11 - 29
Publisher: Cambridge University Press
Print publication year: 2020

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References

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