This document discusses factors that give readers joy and promote reading motivation. It notes that providing access to books through school libraries and at home, allowing student choice in book selection, and making time for reading are important. Research shows that self-selected reading results in greater involvement and motivation to read compared to teacher-selected reading. The document emphasizes allowing student voices and personal responses to reading to be heard. The overall goal should be fostering a love of reading.

1. 1
GivesmejoyDoesn’tgivemejoy
OnthesubjectofJOY

2. •Reading
•Gardening
•Museumsand
Zoos
•Peopletaking
“important”
phonecallsin
restaurantsand
airports
•Rigor,grit,and
staminausedas
educational
terms.
Donalyn
2

3. •Books
•Timetoread
•Climbingstairs
•Rushing
•Rudepeople
Teri
3

4. 4
Yourturn!

5. MakingaCase
ForReadingJOY

6. www.bookwhisperer.com
www.slideshare.net/donalynm
@donalynbooks
www.nerdybookclub.com

7. TeriLesesne
(rhymeswithinsane)
•@professornana
•Professornana.livejournal.com
•doctorL@shsu.edu
•bit.ly/pppd2016

11. Whatbringsreadersjoy?
11
ACCESSCHOICERESPONSE
Diagramfeaturedbyhttp://slidemodel.com

12. CHOICE
JOY
ACCESS
RESPONSE
12

13. ACCESS
13

14. Booksinthehomeareasimportantasparents’
educationallevelindetermininglevelof
educationchildrenwillattain.
–ResearchinSocialStratificationandMobility,June2010

15. Placingbooksinthehandsof
childrenfundamentallyinfluences
theirchancesforbothpersonaland
academicsuccess.
(Constantino,2014;Neuman&Celano,2012;Allington&McFranzen,
2013;Kim,2009)

17. Accesstoafull-time,degreedschool
librarianincreasesstudents'test
scores,closestheachievementgap,
andimproveswritingskills.
(Lance,2012)

18. 18

19. “Itisourbeliefthatlevelshaveno
placeinclassroomlibraries,inschool
libraries,inpubliclibraries,oron
reportcards.”
-
IreneFountasandGaySuPinnell,“FountasandPinnellSayLibrarians
ShouldGuideReadersbyInterest,NotLevel(2017)”

20. Labelingandshelvingabookwithan
assignedgrade[orreading]levelon
itsspineallowsotherstudentsto
observethereadinglevelofpeers,
thusthreateningtheconfidentiality
ofstudents’readinglevels.
-AmericanLibraryAssociation’sPositionStatementonthe
LabelingBooksWithReadingLevels

21. http://blog.leeandlow.com/2014/05/22/checkli
st-8-steps-to-creating-a-diverse-book-collection/

23. 23

24. 24
Resources
diversebooks.org/resources/where-to-find
-diverse-books/
weneeddiversebooks.org

25. CHOICE
25

26. Allowingstudentstoself-selecttheir
booksresultsinmoreinvolvementand
thusmoremotivationtoread.
(Sewell,2003;Gallagher,2009;Miller,2013;
Pruzinsky,2014)

27. Self-selectedreadingistwiceas
powerfulasteacher-selectedreading
indevelopingmotivationand
comprehension.
(Guthrie&Humenick,2004)

28. ScholasticKidsandFamilyReadingReport
scholastic.com/readingreport/home.html

29. 29

31. BEINGALLOWEDTOREADBOOKSWITHLOTSOF
PICTURESINTHEM.
Whatcouldsomeonedotomakeyou
wanttoreadBEFOREyouread?

32. Whatweknow
32
CarlsenandSherrill,1988
files.eric.ed.gov/fulltext/ED
295136.pdf

33. ●SettingasideTIMEforreading
●HavingateachershowINTERESTintheindividual's
reading
●HavingteachersREADALOUD
●BeingexposedtoaVARIETYofreadingfare
●ReceivinghelpfromLIBRARIANS
●OWNINGbooks
●SHARINGbookswithfriends
●Participatinginreader-centeredDISCUSSIONSof
literature
●BeingallowedfreedomofCHOICEinreadingfare

34. RESPONSE
34

35. HowReadersRespond
(Rosenblatt,Probst,Lesesne)
InterpretiveEvaluative
Personal
Critical

37. Personal,
Evaluative,Critical,
Interpretive

40. Students’voicesshouldbelouderthan
ours.

41. “Ihavelongbeenconvincedthat
thecentralandmostimportant
goalofreadinginstructionisto
fosteraloveofreading.”
–LindaGambrell,“CreatingClassroomCulturesthat
FosterReadingMotivation”