ERIC Number: EJ951763
Record Type: Journal
Publication Date: 2012
Pages: 27
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1057-3569
EISSN: N/A
Avoiding the Struggle: Instruction That Supports Students' Motivation in Reading and Writing about Content Material
Mason, Linda H.; Meadan, Hedda; Hedin, Laura R.; Cramer, Anne Mong
Reading & Writing Quarterly, v28 n1 p70-96 2012
We conducted a mixed methods study to evaluate motivation among 20 fourth-grade students who struggle with reading and writing prior to and after receiving either self-regulated strategy development (SRSD) instruction for expository reading comprehension or SRSD instruction for expository reading comprehension plus informative writing. We performed qualitative, descriptive, and statistical analysis on 3 data sets to gain insight into student perceptions across a variety of motivational factors and dimensions. Results indicated that students' efficacy increased after instruction in both interventions; however, efficacy was more varied across interventions for interest, self-regulation (intrinsic and extrinsic motivation), and task perception. Findings indicated that social factors could be better developed in both interventions. (Contains 3 tables, 1 figure, and 1 footnote.)
Descriptors: Elementary School Students, Grade 4, Reading Difficulties, Reading Motivation, Student Motivation, Reading Comprehension, Self Efficacy, Statistical Analysis, Grounded Theory, Reader Text Relationship, Student Attitudes, Writing (Composition), Writing Achievement
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A