How is “learning to read” and “reading to learn” related to motivational teaching practices?
What will be an ideal response?
Ans: Answers to this question will vary but should include elements of the following: Foster positive relationships; focus on academics, social and behavioral; look for students who are bored or frustrated; demands shift in older years from just learning to actual reading; reading for purpose versus learning how to read; understand a skill deficit; empower students with new knowledge and age appropriate materials; foster a positive learning environment; determine if lack of motivation is the circumstance or the person
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