ERIC Number: EJ672796
Record Type: CIJE
Publication Date: 2003
Reference Count: 0
How High- and Low-Challenge Tasks Affect Motivation and Learning: Implications for Struggling Learners.
Miller, Samuel D.
Reading and Writing Quarterly: Overcoming Learning Difficulties, v19 n1 p39-57 Jan-Mar 2003
Describes how most reading and writing assignments do not require the demonstration of sophisticated cognitive, social, or self-regulation skills. Describes an intervention study addressing this issue, in which students read and wrote complex prose, offered feedback to classmates, and monitored their learning progress. Focuses on how these new expectations influenced student motivation and learning and the implications of these findings for struggling readers and writers. (SG)
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A