Motivating Readers

Readers are motivated and enjoy reading

Strong Girls Read Strong Books

By Renita Schmidt, Ph.D.,
Associate Professor, University of Iowa College of Education
Amanda Haertling Thein, Ph.D.,
Associate Professor, University of Iowa College of Education

The authors explain how they go about selecting texts for their afterschool reading club that helps girls grow into strong women through reading books featuring strong female protagonists. They also highlight key practices they have found useful in reading and responding to those texts.

PDF iconStrong Girls Read Strong Books

Fun and Effective Ways to Read to Children

This guide provides an overall orientation to Colorin Colorado, a national multimedia project offering a wealth of bilingual, research-based information, activities, and advice for educators and families of English language learners.

PDF icon"Fun and Effective Ways to Read to Children" facilitation guide

Reading Practices in the Juvenile Correctional Facility Setting: Incarcerated Adolescents Speak Out

Deborah K. Reed, Ph.D.

This multi-phasic, qualitative study explored the perceptions and provision of research-based reading instruction in the juvenile correctional facility setting. In three settings in two states, we interviewed students (n D 17), teachers (n D 5), and administrators (n D 3); and conducted two focus groups (n D 8), student surveys (n D 49), and seven observations of reading instruction.

School Reading Performance and the Extended School Day Policy in Florida

Jessica Sidler Folsom, Ph.D.

Florida law requires the 100 lowest performing elementary schools in reading to extend the school day by one hour to provide supplemental reading instruction. This study found that those schools were smaller than other elementary schools and served a higher proportion of racial/ethnic minority students and students eligible for the school lunch program.

The Argument Against Accelerated Reader

Deborah K. Reed, Ph.D.

Addresses a concern that integrating packaged technology (such as Accelerated Reader) is taking precedence over maintaining theoretically sound instructional practices. Addresses several arguments against the use and effectiveness of the Accelerated Reader program.