# data[].attributes.body
The only suggestion that I would do is not to overuse the strategies proposed because, otherwise, we may create the opposite expectation: students could get tired of the same activities, even more if we use them throughout all high school.

# data[].attributes.body
We were supposed to choose an article, make a summary of it, share our answers and thoughts with our classmates, and create a poster promoting reading.

# data[].attributes.headline
Seven Rules of Engagement (Gambrell, 2011)

# data[].attributes.subject
Seven Rules of Engagement (Gambrell, 2011)

# data[].attributes.body
I chose this article because I believe it is well organize and easy to read.

# data[].attributes.body
the engagement perspective: readers are intrinsically motivated to read- for personal goals.

bounded choice: it is the opportunity given to students to choose between a limited range of books.
I consider this a relevant concept because I believe it is a great technique since students are allowed to decide on their own readings so they do not feel they are totally controled but they can decide on their learning instead.

# data[].attributes.body
-1. Students Are More Motivated to Read When the Reading Tasks and Activities Are Relevant to Their Lives: Ts should help students find value and meaning in classroom reading tasks and activities (Guthrie, Hoa, Wigfield, Tonks, Humenick, & Littles, 2007; Hulleman, Godes, Hendricks, & Harackiewicz, 2010; Purcell-Gates, Duke, & Martineau, 2007). ( Have students keep a “reading diary” of what they read during self-selected reading time. )

-2. Students Are More Motivated to Read When They Have Access to a Wide Range of Reading Materials:  Providing a rich variety of reading materials communicates to students that reading is a worthwhile and valuable activity and sets the stage for students to develop the reading habit. (There is no doubt that reading aloud to students is a powerful and important way to motivate them to engage in reading for pleasure.)

-3. Students Are More Motivated to Read When They Have Ample Opportunities to Engage in Sustained Reading: Studies have documented that time spent reading is associated with both reading proficiency and intrinsic motivation to read (Allington & McGill-Franzen, 1993; Mizelle, 1997; Taylor, Frye, & Maruyama, 1990). According to Hiebert (2009), given the evidence that time spent reading, particularly during the school day, is strongly associated with reading proficiency. ( At the beginning of the school year, instead of starting off with a period of 20 or 30 minutes of self-selected reading time, start with a shorter period of time—10 minutes, for example. )

-4. Students Are More Motivated to Read When They Have Opportunities to Make Choices About What They Read and How They Engage in and Complete Literacy Tasks:  The researchers concluded that providing choices is an effective way to support the development of intrinsic motivation ( students need help in learning how to choose appropriate reading materials. During teacher–student conferences, teachers can support these students by selecting four or five books related to the students’ interest that are at the appropriate reading level and letting these students select which of these books they want to read).

-5. Students Are More Motivated to Read When They Have Opportunities to Socially Interact With Others About the Text They Are Reading:  First, peer comments can pique a student’s curiosity. Second, student observations of their peers’ progress may increase their confidence in their own ability to succeed. Third, working with others promotes student interest and engagement. (After self selected reading time, take 3 or 4 minutes for students to turn to a partner to do a “quick share” about what they have just read.)

-6. Students Are More Motivated to Read When They Have Opportunities to Be Successful With Challenging Texts:  advance, rather than overwhelm, the reader.  It is critical to reading development that teachers offer students the experiences of progress and competence in reading.( All students want to be viewed as reading challenging text. designate the bookshelves as “Hard,” “Harder,” and “Hardest”)

-7. Students Are More Motivated To Read When Classroom Incentives Reflect the Value and Importance of Reading. The research is clear that constructive and supportive teacher feedback provides a powerful and motivating incentive to learn. In a study of upper elementary students, Lepper and Cordova (1992) found that teacher praise provided verbal scaffolding, support, and direction to the students and led to increased student motivation to learn. In addition, the study revealed that specific, elaborated, and embellished teacher praise was more motivational than tangible incentives such as prizes. However, teacher praise is not always effective. If students perceive teacher praise to be dishonest or undeserved, motivation may decline because the students may feel that the praise is false or unearned

# data[].attributes.body
Reading the article was something that I really enjoyed because the ideas presented are real issues that occur in the classroom. Also, I believe that most of the tips, if not all of them, are realistic. Additionally, I was thinking about my experience as a high school students and, although I have always been critical, I think I would have loved to have experiences like the ones which were mentioned in the article (having books inside the classroom and pair talk).