- Alvermann, D. E., & Eakle, A. J. (2003). Comprehension instruction: Adolescents and their multiple literacies. In A. P. Sweet & C. E. Snow (Eds.), Rethinking reading comprehension (pp. 12-29). New York: Guilford Press.
- Blumenfeld, P. C., & Meece, J. L. (1988). Task factors, teacher behavior, and students' involvement and use of learning strategies in science. Elementary School Journal, 88, 235-250.
- Bogner, K., Raphael, L., & Pressley, M. (2002). How grade 1 teachers motivate literate activity by their students. Scientific Studies of Reading, 6, 135-165.
- Dolezal, S. E., Welsh, L. M., Pressley, M., & Vincent, M. M. (2003). How nine third-grade teachers motivate student academic engagement. The Elementary School Journal, 103, 239-267.
- Erickson, F. (1992). Ethnographic analysis of interaction. In M. D. LeCompte, W. L. Millroy, & J. Preissle (Eds.), In handbook of qualitative research in education (pp. 201-223). San Diego, CA: Academic Press, Inc.
- Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74, 59-109.
- Furrer, C., & Skinner, E. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95, 148-162.
- Guthrie, J. T., Anderson, E., Alao, S., & Rinehart, J. (1999). Influences of Concept-Oriented Reading Instruction on strategy use and conceptual learning from text. Elementary School Journal, 99, 343-366.
- Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. Kamil & P. Mosenthal (Eds.), In handbook of reading research (Vol. 3, pp. 403-422). Mahwah, NJ: Erlbaum.
- Guthrie, J. T., Wigfield, A. Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., et al. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96, 403-423.
- Guthrie, J. T., Wigfield, A., & Perencevich, K. C. (Eds.) (2004). Motivating reading comprehension: Concept-Oriented Reading Instruction. Mahwah, NJ: Erlbaum.
- Guthrie, J. T., Wigfield, A., & Von Seeker, C. (2000). Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92, 331-341.
- Kirsch, L., de Jong, J., Lafontaine, D., McQueen, J., Mendelovits, J., & Monseur, C. (2002). Reading for change: Performance and engagement across countries. Results from PISA 2000. Paris: Organisation for Economic Co-operation and Development.
- Miller, S. D., & Meece, J. L. (1997). Enhancing elementary students' motivation to read and write: A classroom intervention study. The Journal of Educational Research, 90, 286-299.
- Miller, S. D., & Meece, J. L. (1999). Third graders' motivational preferences for reading and writing tasks. Elementary School Journal, 100, 19-35.
- National Institute of Child Health and Human Development Early Child Care Research Network. (2005). A day in third grade: A large-scale study of classroom quality and teacher and student behavior. Elementary School Journal, 105, 305-323.
- Perencevich, K. C. (2003). Instructional practices rubric. Unpublished coding rubric, University of Maryland, College Park.
- Pressley, M., Wharton-McDonald, R., Mistretta-Hampston, J., & Echevarria, M. (1998). Literacy instruction in 10 fourth- and fifth-grade classrooms in upstate New York. Scientific Studies of Reading, 2, 159-194.
- Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.
- Skinner, E. A., Wellborn, J. G., & Connell, J. P. (1990). What it takes to do well in school and whether I've got it: A process model of perceived control and children's engagement and achievement in school. Journal of Educational Psychology, 82, 22-32.
- Stipek, D. (2002). Good instruction is motivating. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation (pp. 309-332). San Diego, CA: Academic Press.
- Sweet, A. P., & Snow, C. E. (Eds.). (2003). Rethinking reading comprehension. New York: Guilford Press.
- Taylor, B. M., Pearson P. D., Clark, K., & Walpole, S. (2000). Effective schools and accomplished teachers: Lessons about primary-grade reading instruction in low-income schools. Elementary School Journal, 101, 121-165.
Scaffolding for Engagement in Elementary School Reading Instruction
Reprints and Corporate Permissions
Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?
To request a reprint or corporate permissions for this article, please click on the relevant link below:
Academic Permissions
Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?
Obtain permissions instantly via Rightslink by clicking on the button below:
If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.
Related research
People also read lists articles that other readers of this article have read.
Recommended articles lists articles that we recommend and is powered by our AI driven recommendation engine.
Cited by lists all citing articles based on Crossref citations.
Articles with the Crossref icon will open in a new tab.