NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1140558
Record Type: Journal
Publication Date: 2017-Feb
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0268-2141
EISSN: N/A
"I Just Find It Boring": Findings from an Affective Adolescent Reading Intervention
Cockroft, Charlotte; Atkinson, Cathy
Support for Learning, v32 n1 p41-59 Feb 2017
Research suggests that reading engagement and motivation are strong predictors of reading performance. Reading motivation may decline as students approach adolescence, resulting in less time spent with text. To date, there has been no research on how practitioners might directly support students to address affective factors in reading. In this exploratory case study, three disengaged, Year 8 readers received five sessions of an affective intervention aimed at helping them explore and challenge their own ambivalence towards reading. Quantitative and qualitative data from pre-, post- and three-month follow-up indicated a range of benefits in relation to reading engagement and motivation, including improved self-efficacy, increased participation and the usefulness of talking about affective factors in reading. Findings are further examined and implications for practitioners are discussed.
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: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A