ERIC Number: ED371331
Record Type: RIE
Publication Date: 1994
Enhancing Motivation and Reading Achievement: Intervention Strategies for the Underachieving Middle School Student.
Gertz, Ellen A.
A practicum was designed in response to the increasing numbers of at-risk middle school students lacking appropriate academic skills as well as the motivation to learn. A small-group reading intervention program was implemented to help underachieving students increase their success rate on a mastery level. Targeted students were sixth graders, in the regular education program in a middle school (in a large southern public school district, 93% non-white), functioning approximately one year behind in reading. From this population strategy instruction was provided to six small groups (2-5 students) over a 10-week training period. During the 8-month implementation phase a total of 18 students, referred by their reading teachers for lack of progress, met once a week at their regularly scheduled reading class time. The strategy instructor taught procedures for reading as well as more general strategic processes to facilitate learning, personal responsibility, and student motivation. Pre- and posttests were administered individually, and an informal interview was conducted with all participants. A behavior rating scale was developed using reading teachers as informants. Analysis of data revealed that comprehension and memory for what was read increased for all 18 participants after cognitive strategy training. Increase in strategy use, improved class participation, oral reading, comprehension and self-evaluation were also noted. Although results suggest program effectiveness, determination of whether generalization or maintenance of appropriate behaviors will occur are difficult due to the short-term nature of the intervention. (Contains 78 references. The behavior rating scale is attached.) (Author/RS)
Descriptors: Grade 6, High Risk Students, Instructional Effectiveness, Intermediate Grades, Metacognition, Middle School Students, Middle Schools, Reading Achievement, Reading Comprehension, Reading Improvement, Reading Instruction, Reading Strategies, Small Group Instruction, Student Motivation, Underachievement
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Practicum, Nova Southeastern University.