This document discusses the conditions necessary for engagement in reading. It outlines Cambourne's conditions of learning, which include immersion in text, demonstrations, expectations, employment, approximations, and response. Specific strategies are provided under each condition, such as using picture books, mentor texts, choice of genres, and paired texts to immerse students. Feedback and literacy conversations between students and teachers are emphasized to improve engagement. The overall message is that meeting these conditions through best practices can increase reading motivation, comprehension, and achievement.
30. Expectations of those to whom
learners are bonded are powerful
coercers of learners' behaviors. We
achieve what we expect to achieve; we
fail if we expect to fail; we are more
likely to engage with demonstrations of
those whom we regard as significant
and who hold high expectations for us.
43. Graphic Novels and Illustrated Novels
Picture Books
Poetry and Novels in Verse
Informational Books with Text Features
Lexile Accuracy Concerns
49. Learners are able to make
decisions about how much they
will attempt.
50. 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.
51. Narrow choices and set some limits
Genres
Award winners
Forms and formats
How do students learn responsibility?
Choice
53. 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)
74. R is for Response (Rosenblatt)
Not just one type
Interpretive
Personal
Critical
Evaluative
75. 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.
82. Literate conversations with peers
(as little as ten minutes a day)
improve students' reading motivation,
comprehension, and test scores.
( Cazden, 1988; Nystrand, 2006)