Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

1 results

  • 2 - Enhancing Reading Motivation in Schools

  • from Part I - Individual-Level Academic Interventions
  • Edited by Frank C. Worrell, University of California, Berkeley, Tammy L. Hughes, Duquesne University, Pittsburgh, Dante D. Dixson, Michigan State University
  • Book:
    The Cambridge Handbook of Applied School Psychology
    Published online:
    18 September 2020
    Print publication:
    17 September 2020, pp 11-29

  • 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.