Moving Beyond Legislation to Create and Sustain Intentionality in Reading Instruction

Abstract

Current legislation has exerted tremendous influence on the instructional methods used by reading teachers. Historically, however, neither mandated curriculum nor forced change has proven consistently successful in helping sustain long-term change in teachers' instructional practices or student achievement gains. Using theories of motivation and behavior change, we propose the intentional teaching model to support and facilitate fundamental change in the instructional practices of reading teachers for the benefit of the populations they serve.

S. Michael Putman is an Assistant Professor of Elementary Education at Ball State University. He teaches courses in classroom management and instruction. His research interests include technology integration, educational policy, and literacy.

Lawrence L. Smith is a Professor of Elementary Education and the President of the Professor Garfield Foundation. He has extensive research experience and numerous publications in the areas of literacy research and technology integration.

Jerrell C. Cassady is an Associate Professor of Psychology at Ball State University and Director of the Academic Anxiety Research Consortium. His research interests include anxiety, literacy, and technology integration.