The Missouri Reader Vol. 36, Issue 1 | Page 27
Lepper, M. R., Greene, D., & Nisbett, R. E.
(1973). Undermining children's intrinsic
interest with extrinsic reward: A test of the
overjustification hypothesis. Journal of
Personality and Social Psychology, 28, 129-137.
Lesesne, T. S. (2006). Naked reading: Uncovering
what tweens need to become lifelong readers.
Portland, Maine: Stenhouse Publishers.
Marzano, R. (1992). A different kind of classroom:
Teaching with dimensions of learning.
Alexandria, VA: Association of Supervision
and Curriculum Development.
McCombs, B. L., & Barton, M. L. (2001).
Motivating secondary school students to
read their textbooks. In J. A. Rycik & J. L.
Irvin (Eds.), What adolescents deserve: a
commitment to students' literacy learning (pp.
72-81). Newark, DE: International Reading
Association, Inc.
McKenna, M.C. (2001). Development of
Reading Attitudes. In L. Verhoeven & C.
Snow (Eds.), Literacy and Motivation (pp.
135-158). Mahwah, NJ: Lawrence Erlbaum
Associates.
McKenna, M.C., Kear, D.J., & Ellsworth, R.A.
(1995). Children‘s attitudes toward reading:
A national survey. Reading Research Quarterly,
30, 934-956.
Millard, E. (1997). Differently literate: Boys, girls,
and the schooling of literacy. London: Falmer.
Moore, D. W., Bean, T. W., Birdyshaw, D., &
Rycik, J. A. (1999). Adolescent literacy (A
position statement for the Commission on
Adolescent Literacy of the International
Reading Association). Newark, DE:
International Reading Association, Inc.
Morrow, L. M. (1992). The impact of a
literature-based program on literacy
achievement, use of literature, and attitudes
of children from minority backgrounds.
Reading Research Quarterly, 27(3), 251-275.
Morrow, L. M., & Young, J. (1997). A
collaborative family literacy program: The
effects on children's motivation and literacy
achievement. Early Child Development and
Care, 127-128, 13-25.
Mueller, P. N. (2001). Lifers: learning from at-risk
adolescent learners. Portsmouth, NH:
Heinemann.
Newmann, F. (1989). Student engagement and
high school reform. Educational Leadership,
46(5), 34-36.
Oldfather, P., & Dahl, K. (1994). Toward a
social constructivist reconceptualization of
intrinsic motivation for literacy learning.
Journal of Reading Behavior, 26, 139-158.
Pirie, B. (2002). Teenage boys and high school
English. Portsmouth, NH: Heinemann.
Pitcher, S. M., Albright, L. K., DeLaney, C. J.,
Walker, N. T., Seunarinesingh, K., Mogge,
S., et al. (2007). Assessing adolescents'
motivation to read. Journal of Adolescent and
Adult Literacy, 50(5), 378-396.
Pottorff, D. D., Phelps-Zientarski, D., &
Skovera, M. E. (1996). Gender perceptions
of elementary and middle school students
about literacy at school and home. Journal of
Research and Development in Education, 29(4),
203-211.
Pressley, Michael. (2002). Reading Instruction That
Works (2nd ed.). New York: The Guilford
Press.
Reeves, A. R. (2004). Adolescents talk about
reading: Exploring resistance to and engagement
with text. Newark, DE: International
Reading Association.
Richardson, J. S. (1997-1998). A read-aloud for
foreign languages: Becoming a language
master. Journal of Adolescent and Adult
Literacy, 41, 312-314.
Richardson, J. S., & Gross, E. (1997). A readaloud for mathematics. Journal of Adolescent
and Adult Literacy, 40, 492-494.
Roller, C. (1996). Variability not disability:
Struggling readers in a workshop classroom.
Newark, DE: International Reading
Association.
Smith, M. W., & Wilhelm, J. D. (2002). Reading
Don't Fix No Chevys: Literacy in the Lives of
Young Men. Portsmouth, NH: Heinemann.
©The Missouri Reader, 36 (1) p. 27