# data[].attributes.body
How many children can be at a center?

# data[].attributes.attachment_link.description
Twinkl Resources >> How Many Can Play Here Name Posters  >> Thousands of printable primary teaching resources for EYFS, KS1, KS2 and beyond! display, poster, classroom area display, child self management

# data[].attributes.body
Student choice and engagement during literacy centers.

# data[].attributes.body
- what motivates my students to participate in literacy centers activities?
- why do students get off task?
- how does engaging in centers increase students' literacy skills?
- how can I improve the way I manage centers and the behavior expectations I share with students?

# data[].attributes.body
"Motivated readers and writers sustain literacy activities, and they choose to write for pleasure and information. We have found from research that classrooms providing children with access to materials, choice, challenge and collaborative experiences are motivating."
Students should be allowed to read and write about topics and events related to not only the classroom curriculum, but their own lives as well.

Morrow, L. M. (2004). Motivation: the forgotten factor. Reading Today, 21(5), 6. Retrieved from Academic OneFile.

# data[].attributes.body
"Providing students with choices not only helps to improve their literacy ability but also has been shown to increase student engagement. Motivation to read, time spent reading, and comprehension of the text have been shown to improve when students are allowed to choose what they read (Gambrell,

2011 )."

Hudson, A. K. & Williams, J. A. (2015).READING EVERY SINGLE DAY: A Journey to Authentic Reading. The Reading Teacher,68(7), 530–538. Retrieved from EBSCOhost.

# data[].attributes.body
"Providing opportunities for choice, control, and collaboration are potent strategies for increasing

academic achievement. Young

people are likely to be more motivated and engaged in an activity when they have a voice in how it is conducted."
"Promoting student voice also has been linked to other important educational outcomes, including elevated achievement in marginalized student populations; greater classroom participation; enhanced school reform efforts;

better self-reflection and preparation for improvement in struggling students; and decreased behavior problems. "
"It may be necessary to teach self-regulation skills explicitly, to show how people can manage engagement in learning, and to give an assortment of tools to try out."

Toshalis, E. & Nakkula, M. J. (2012). Motivation, engagement, and student voice. Education Digest, 78(1), 29-35. Retrieved from EBSCOhost.

# data[].attributes.body
"As early childhood teachers think about their own classrooms, they must ensure that the learning

centers they are creating are literacy focused and include activities for skills that will predict future success in reading."

Burke, L. & Baillie, S. (2011) Literacy centers: a way to increase reading development. Academic Leadership, 9(3), 1-8. Retrieved from EBSCOhost.

# data[].attributes.body
"teacher-directed small group activities, in which the teacher is typically interacting with only a few children, allow teachers more opportunities to be responsive to children’s specialized needs and for children to be more engaged in the classroom"
"Children who spend more time in individual activities can make greater gains in areas of academics, possibly because these activities allow children to work at their own pace and skill level."

Ansari, A. & Purtell, K. M. (2016). Activity settings in full-day kindergarten classrooms and children’s early learning. Early Childhood Research Quarterly 38(2017), 23-32. Retrieved from Google Scholar.

# data[].attributes.body
"Students need opportunities to speak and write, to practice

language use, and to receive the natural feedback of conversation

from teacher and peers."

Rivera, H. H., & Waxman, H. C. (2008). Studying the classroom learning environment of resilient and nonresilient hispanic children. Journal of At-Risk Issues, 13(2), 11-19. Retrieved from Google Scholar.

# data[].attributes.body
"A strong predictor of academic achievement is the amount of time students are actively engaged in learning. The link between academic engaged time and learning is one of the most enduring and consistent findings in educational research."

Christenson, S. L., et. all. (2012). Handbook of Research on Student Engagement. Springer, New York, NY.