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ERIC Number: EJ1015118
Record Type: Journal
Publication Date: 2013-Apr
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0155-2147
Engagement and Autonomy: Their Relationship and Impact on Reading Comprehension
Watson, Jennifer
English in Australia, v48 n1 p23-35 Apr 2013
This article relates aspects of my investigation into the effects of two differing approaches to teaching comprehension of narrative texts on students' task engagement and text enjoyment, and comprehension. The results demonstrate a complex relationship between engagement and comprehension. They highlight that academically weaker students can be more engaged by increased autonomy, and academically more able students can be disengaged by greater autonomy and prefer the more "predictable-to-them", authoritative approach to instruction. Furthermore, the students' views of knowledge and their corresponding efficacy beliefs can contribute to the extent of their engagement and ensuing achievement. It is proposed that teachers consider, more explicitly, students' attitudes toward instruction. Additionally, by diversifying and allowing choice of activities to assist comprehension, teachers may be better able to facilitate all students' potential.
Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A