ERIC Number: EJ984559
Record Type: Journal
Publication Date: 2012-Nov
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1081-3004
EISSN: N/A
Adolescents' Motivation in the Context of an Academic Vocabulary Intervention in Urban Middle School Classrooms
Lesaux, Nonie K.; Harris, Julie Russ; Sloane, Phoebe
Journal of Adolescent & Adult Literacy, v56 n3 p231-240 Nov 2012
In a large urban district's ELA classrooms, an academic vocabulary intervention designed to improve linguistically diverse 6th-graders' reading and language skills was implemented and evaluated. These classrooms were characterized by high numbers of struggling readers, and linguistic diversity was the norm. As part of the evaluation, this study focuses on students' perspectives of the intervention, with the goal of shedding light on how it might have influenced their efforts toward academic success. We conducted 20 focus groups following students' participation in the program, gaining insights that bear on the dual challenge of creating a motivating and rigorous learning environment. Students linked the experience with increased academic confidence, and, in turn, academic motivation. They believed it was the challenging learning opportunities embedded in an instructional cycle that promoted deep knowledge building that helped them to be, and feel, academically successful. (Contains 1 table and 1 figure.)
Descriptors: Intervention, Language Skills, Focus Groups, Student Motivation, Vocabulary Development, Reading Skills, Student Attitudes, Grade 6, Student Diversity, Reading Difficulties, Participant Satisfaction, Literacy, Improvement Programs, Reading Improvement, Achievement Gains, Achievement Need, Classroom Techniques, Motivation Techniques, Teaching Methods, English Language Learners
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A080631