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ERIC Number: EJ1137688
Record Type: Journal
Publication Date: 2017-May
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1053-4512
Self-Determined Learning to Motivate Struggling Learners in Reading and Writing
Wehmeyer, Michael L.; Shogren, Karrie A.; Toste, Jessica R.; Mahal, Stephanie
Intervention in School and Clinic, v52 n5 p295-303 May 2017
Promoting self-determined learning through student-directed learning strategies has been documented to promote more positive school-related outcomes for upper elementary grade learners with disabilities and other students who are struggling. These strategies are typically introduced in multicomponent interventions combining several student-directed learning strategies such as self-monitoring, self-evaluation, antecedent cue regulation, and self-instruction. Such interventions have established efficacy in promoting a wide array of academic outcomes. Students' motivation is consistently related to academic achievement, but it has been found to change over time, with intrinsic motivation's having marked decreases into the later elementary years and into middle school. This article reviews the literature on the impact of promoting self-determination and self-determined learning strategies that can be used to promote more positive reading and writing outcomes to enable students to become autonomous learners.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Evaluative
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A