:
"There are few books on my shelves to which I refer again and again, but this will be one of them. . . . All who share the goal of teaching students to read well, of starting students on the road to becoming lifelong readers and informed citizens, should take the time to understand the research presented here."
–From the Foreword by Kathryn H. Au, University of Hawaii
"At a time when debates about basic skills are intense, we are fortunate that Guthrie and Alvermann along with their authors present a thoughtful and informed approach to literacy development. . . . This book is a valuable addition to libraries of teacher educators, graduate students, reading specialists, and classroom teachers."
–Lesley Mandel Morrow, Rutgers University
Edited by two of the most distinguished figures in the field of reading, this volume is a thoughtful synthesis of current research conducted at the National Reading Research Center (NRRC). Blending investigations on the motivational, social, and cognitive needs of young learners, Engaged Reading presents a new perspective on reading development. Whether you work with students of mainstream or diverse backgrounds, in inner-city or affluent suburban schools, the concept of engaged reading is crucial to the current debate concerning reading instruction. This authoritative book covers • qualities and practices of engaged readers • practices for elementary, middle, and high school classrooms • the influence of family literacy beliefs and interactions • the range of methodologies used by literacy researchers, and • policy implications of the engagement perspective.
Contributors: Donna E. Alvermann, Emily Anderson, Linda Baker, Lee Galda, John T. Guthrie, James V. Hoffman, Cynthia Hynd, Sarah J. McCarthey, Peter B. Mosenthal, and Louise Cherry Wilkinson
John T. Guthrie is Professor of Human Development at the University of Maryland, College Park. Donna E. Alvermann is Research Professor of Reading Education at the University of Georgia.
