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Classroom Conditions for Motivation and Engagement in Reading

John T. Guthrie and Kathleen E. Cox
Educational Psychology Review
Vol. 13, No. 3 (2001), pp. 283-302
Published by: Springer
Stable URL: http://www.jstor.org/stable/23363481
Page Count: 20
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Classroom Conditions for Motivation and Engagement in Reading
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Abstract

This paper charts our thinking about engagement in reading. It begins where we began, which is inside a single classroom. The paper ends where we have arrived now, with a model of context for engaged reading. During this pursuit, we asked three major questions. Those questions serve as a framework for this paper, and are the following: (1) How can we increase long-term reading engagement in the classroom? (2) Is our approach for increasing reading engagement and motivation more effective than traditional reading instruction? (3) What are the critically important features of a classroom context that fosters long-term reading engagement?

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