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ERIC Number: EJ1103110
Record Type: Journal
Publication Date: 2016
Pages: 28
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-1938-8071
Examining Student Cognitive and Affective Engagement and Reading Instructional Activities: Spanish-Speaking English Learners' Reading Profiles
Barber, Ana Taboada; Gallagher, Melissa; Smith, Peet; Buehl, Michelle M.; Beck, Jori S.
Literacy Research and Instruction, v55 n3 p209-236 2016
Recent research has emphasized the key role of engagement in helping students succeed in school and beyond. Given the academic struggles that many English learners (ELs) face as they transition to middle school, exploring the facets of engagement in middle school ELs is needed. We established reader profiles for eight sixth grade Hispanic ELs and examined the relationship between these students' profiles and their engagement using teacher-, student-, and observer-reported data. We further examined the observer data (i.e., coded video) to determine if there were differences in individual students' cognitive and affective engagement in four different reading activities. We found that, although engagement in the different activities varied by student, guided reading seemed to be the most engaging activity for most of the ELs in the study.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 6; Intermediate Grades; Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests
IES Funded: Yes
Grant or Contract Numbers: R305A100297