Motivation to Read: How Does It Change for Struggling Readers with and without Disabilities?
Yükleniyor...
Tarih
2013
Yazarlar
Dergi Başlığı
Dergi ISSN
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Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Lack of reading motivation impedes upper elementary and secondary school
students’ willingness to improve critical reading skills and strategies to be
successful in school. Struggling readers often show a negative attitude towards
reading tasks and manifest low motivation to read. Although the importance of
motivation is clear, there is limited research on reading motivation of struggling
adolescents with disabilities. This study examined whether reading motivation of
struggling readers with and without disabilities significantly changed after an
eighteen week period of reading instruction in two elementary schools and one
high school in a Midwest state of the United States of America (USA). Findings
yielded significant improvement in motivation for adolescents without disabilities
while motivation scores declined for students with disabilities. An overview of
students’ answers to survey questions is provided and some evidence-based
methods that teachers can utilize to improve reading motivation of upper
elementary and high school students are summarized.
Açıklama
Anahtar Kelimeler
Kaynak
International Journal of Instruction
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Melekoğlu, M. A. & Wilkerson, K. L. (2012). Motivation to Read: How Does It Change for Struggling Readers with and without Disabilities? . International Journal of Instruction , 6 (1) , . Retrieved from https://dergipark.org.tr/tr/pub/eiji/issue/5138/70017
