Reading Matters Winter 2019

• Fifth grade students studied individual states and every student made a comb-bound book about his or her state.

As mentioned above, we have completed these activities with hundreds of students. We have observed what Csikszentmihalyi (1998) described as flow, wherein intrinsic motivation is fostered through a state of harmony within the learning environment. Guthrie andWigfield (2018) determined that students all too often come to the conclusion that they are not capable readers; consequently, they must participate in activities that foster “success through enhancing self-efficacy” (p. 67) in order to make substantial progress. In this light, we believe that the activities we present encourage motivation among students and present enjoyable as well as academically sound options for teachers. Tangible products and active engagement are especially important in this, the digital age. Fostering positive classroom climates through activities such as those described above in an action-oriented framework can contribute enormously to both academic learning and social development of students while encouraging the building of a community of learners. References Csikszentmihalyi, M. (1998). Finding flow: The psychology of engagement with everyday life . New York: Basic Books.

• Second grade students worked with fourth grade friends and made comb-bound books of nursery rhymes with pictures.

• Books of poems selected by students at various grade levels are always enjoyable projects.

Reading Matters Teaching Matters

• Students can build their own book of mathematics tables and sentences that use the words for numbers.

Calkins, L. (2013). A guide to the writing workshop: Intermediate grades . Portsmouth, NH: Heinemann.

Books of poems are popular among teachers and students

Conclusions We believe that producing comb-bound books as described herein presents learners with highly positive opportunities for both affective and academic experiences for enhancing academic competencies. In this light, Tunnell, Jacobs, Young, and Bryan (2016) determined that “care given to bookmaking” (p. 45) is essential. We propose that the bookmaking procedures described here involve great care and engaging personal involvement. We believe activities such as producing comb-bound books are more important than ever given the emphasis on high- stakes testing found in nearly all schools today (International Reading Association, 1999). An extensive review of research led Shanahan (2014) to conclude that practice focused on test taking does not enhance literacy competencies or contribute to higher test scores because of the many disparate variables associated with test items. Shanahan further determined that students must engage in extensive amounts of reading, including free reading for enjoyment, and writing that is eventually published in a book format. In this light, we agree with Rome (2012) who determined that instruction is as much about teaching children to want to learn as it is about how to learn. Students who want to learn will likely become competent learners. This conclusion is soundly supported both by common sense and by research such as that of Shin and Krashen (2008) who determined that good readers improved their reading at a significantly higher pace during summer vacation than during comparable times in school. The good readers, according to Shin and Krashen (2008) had access to large amounts of quality books and creative learning experiences such as book building in libraries and at home.

Flippo, R.F. (2014). Assessing readers: Qualitative diagnosis and Instruction (2nd. Ed.) New York: Routledge/International Reading Association.

Gardner, H. (2004). Changing minds: The art and science of changing our own and other people’s minds . Cambridge, MA: Harvard University Press.

Guthrie, J.T. &Wigfield, A. (2018). Literacy engagement and motivation. In L.

Lapp & Fisher, D. (Ed.) Handbook of research on teaching the English language arts (4th ed., pp.57 – 84). New York: Routledge.

Harvey, S. &Ward, A. (2017). From striving to thriving: How to grow confident capable readers . New York: Scholastic.

International Reading Association (1999). High-stakes assessment in reading : A position statement of the International Reading Association. Newark, DE: Author.

Jackson, M. (2008). Distracted: The erosion of attention and the coming dark age. New York: Prometheus.

Rasinski, T. V. (2010). The fluent reader . (2nd ed.) New York: Scholastic.

Rasinski, T.V. & Smith, M.C. (2018). The megabook of fluency: Strategies and texts to engage all readers. New York: Scholastic.

Rome, M. (2012). Musings from a mentor: It’s all about resources and stories. Reading Today , 29, (3), 12-13.

Shanahan, T. (2014). How and how not to prepare students for the test. Reading teacher, 68, (3), 184-188.

Reading Matters | Volume 19 Winter 2019 | scira.org | 39

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