Introduction
Why Is Self-Efficacy Important in Reading?
The Audience for This Text
1. The Four Elements of Reading Self-Efficacy
Identifying the Self-Efficacy Elements of C-I-M-S
Self-Efficacy and the Cueing System
Learning from Teachers and Students
Validating and Violating C-I-M-S
Validation of Readers' C-I-M-S
Teaching/Learning Dialectic
Violation of Readers' C-I-M-S
2. A Closer Look at Confidence and Reading
What Teachers Have to Say About Confidence and Reading
Curriculum Planning for Enhancing Reading Confidence
Affective Interactions and Confidence
Strategies for Building Readers' Confidence
What Students Have to Say About Confidence
Curriculum Planning for Enhancing Reading Confidence
Affective Interactions and Confidence
Strategies for Building Readers' Confidence
Comparing Teacher and Student Thoughts on Reading Confidence
An Environment That Builds Confidence
Reading in Content Classrooms
Classroom Practices for Building Reading Proficiency
Strategies for Building Readers' Confidence
Class Meetings About Reading
Accessing Prior Knowledge
Making Connections to Reading
Paired Reading With Peers
Paired Reading With Younger Readers
Retrospective Miscue Analysis
3. The Importance of Independence for Gaining Reading Proficiency
What Teachers Have to Say About Independence
Curriculum Planning for Enhancing Reading Independence
Affective Interactions and Independence
Strategies for Building Readers' Independence
What Students Have to Say About Independence
Affective Interactions and Independence
Reading Strategies to Enhance Independence
Comparing Teacher and Student Responses to Reading Independence
An Environment for Developing Independence
Classroom Conditions That Create Reading Independence
Scaffolding Reading Independence
Strategies for Creating Reading Independence
Skimming, Scanning, Browsing
4. A Closer Look at Metacognition and Its Role in Reading Proficiency
What Teachers Have to Say About Metacognition
Teaching and Learning Relationships
Curricular Planning to Foster Metacognitive Awareness
Affective Decisions and Metacognition
Strategies to Build Metacognition
What Students Have to Say About Metacognition and Reading
Teaching and Learning Relationships
Comparing Teacher and Student Responses to Metacognition
Creating More Strategic Readers
Are We Preparing Metacognitive Teachers?
5. The Significance of Stamina in Reading Proficiency
What Teachers Have to Say About Stamina
Curricular Decisions That Enhance Reading Stamina
Affective Decisions and Stamina
What Students Have to Say About Stamina and Reading
Comparing Teacher and Student Thought on Stamina
An Environment for Building Readers' Stamina
Strategies for Building Readers' Stamina
Categorization of Information
6. Developing Curriculum That Addresses Self-Efficacy
Addressing Self-Efficacy in the Classroom
Curricular and Instructional Models
Text Sets of Multiple Print Materials
Sustained Time for Reading, Writing, Talking, Thinking, and Sharing
Where Do We Go From Here?
References
Index