NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1073392
Record Type: Journal
Publication Date: 2015
Pages: 9
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0034-0561
Students' Engagement in Literacy Tasks
Parsons, Seth A.; Malloy, Jacquelynn A.; Parsons, Allison Ward; Burrowbridge, Sarah Cohen
Reading Teacher, v69 n2 p223-231 Sep-Oct 2015
This article offers insight into what makes literacy tasks engaging or disengaging based on observations of and interviews with students. In a yearlong study of a sixth-grade classroom in a Title I school, students engaged in integrated literacy-social studies instruction. Researchers studied the degree of task openness and the degree to which students of various ability levels engaged affectively, behaviorally, and cognitively. In highlighting the elements of the 10 most and least engaging of the 66 tasks observed, implications for designing highly engaged instruction are presented, as are lessons learned from student disengagement.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A