The Effect of Research-aligned Reading Programs on the Self-efficacy Beliefs and Reading Engagement of English Language Learners PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Effect of Research-aligned Reading Programs on the Self-efficacy Beliefs and Reading Engagement of English Language Learners PDF full book. Access full book title The Effect of Research-aligned Reading Programs on the Self-efficacy Beliefs and Reading Engagement of English Language Learners by . Download full books in PDF and EPUB format.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 104
Get Book Here
Book Description
"The research question addressed is, how do research-aligned reading programs impact the self-efficacy beliefs and reading engagement of middle school English language learners? This case study examines two research-aligned reading programs, American Reading Company's 100 Book Challenge and Scholastic Inc.'s Read 180. Specifically, the capstone looks at how these programs impact the self-efficacy beliefs and reading engagement habits of the case study participants. The Motivation for Reading Questionnaire, interviews, and teacher observations are used to analyze student beliefs and behavior. The results are considered within the context of current research on self-efficacy beliefs, best practices for reading instruction, and the learning processes of English language learners. Implications for teachers and educational leaders are discussed." --
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 104
Get Book Here
Book Description
"The research question addressed is, how do research-aligned reading programs impact the self-efficacy beliefs and reading engagement of middle school English language learners? This case study examines two research-aligned reading programs, American Reading Company's 100 Book Challenge and Scholastic Inc.'s Read 180. Specifically, the capstone looks at how these programs impact the self-efficacy beliefs and reading engagement habits of the case study participants. The Motivation for Reading Questionnaire, interviews, and teacher observations are used to analyze student beliefs and behavior. The results are considered within the context of current research on self-efficacy beliefs, best practices for reading instruction, and the learning processes of English language learners. Implications for teachers and educational leaders are discussed." --
Author: Jennifer L. Walters
Publisher:
ISBN: 9781267273116
Category :
Languages : en
Pages : 15
Get Book Here
Book Description
Handheld technology devices allow users to be mobile and access the Internet, personal data, and third-party content applications in many different environments at the users' convenience. The explosion of these mobile learning devices around the globe has led adults to value them for communication, productivity, and learning. Outside of the school setting, many adolescents and children have access to, or own mobile learning devices. The use of these devices by children on a daily basis in schools is a relatively new phenomenon, with just four percent of elementary students doing so in classrooms in 2010 (Gray, Thomas & Lewis, 2010). This mixed methods study researched a one-to-one implementation of 287 mobile technology devices, the iPod touch, in fourth- and fifth-grade elementary classrooms over eight months. The focus was to explore the mobile learning device's relationship to English language learners' reading achievement levels, to English language learners' self-efficacy in reading English, and to explore the benefits and limitations of the device's daily use as perceived by the students. The hypothesis was that the practice of reading and related literacy activities with the iPod touch would augment English learners' vicarious learning experiences, and thereby effect student cognitive engagement, reading self-efficacy, and reading academic achievement. The study used validated surveys and assessments to measure students' beliefs about reading and their knowledge of reading. Additionally, English language learner interview data were collected and analyzed to uncover perceived benefits and limitations of utilizing 1:1 mobile learning devices for daily literacy activities. Analysis of the data revealed significantly elevated levels of self-efficacy in reading for the experimental group with 1:1 handheld technology, while academic gains in reading for the experimental and control groups were statistically similar. Students in the experimental group described a virtually-enhanced socio-cultural context for communicating and learning with the handheld technology. Implications for practice, policy, leadership, and future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest llc. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].
Author: John T. Guthrie
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 264
Get Book Here
Book Description
Drawing on the professional literature of many fields, this book provides an interpretation of the available research on motivation and describes instructional approaches in classroom contexts. The book aims to help teacher educators, researchers, and graduate students understand the research literature in motivation and use in their efforts to enhance children's literacy development. After an introduction, "Reading Engagement: A Rationale for Theory and Teaching" (John T. Guthrie and Allan Wigfield), chapters in the book are: (1) "Children's Motivations for Reading and Reading Engagement" (Allan Wigfield); (2) Developing Self-Efficacious Readers and Writers: The Role of Social and Self-Regulatory Processes" (Dale H. Schunk and Barry J. Zimmerman); (3) "Motivation, Volition, and Collaborative Innovation in Classroom Literacy" (Lyn Corno and Judi Randi); (4) "The Pull of the Text and the Process of Involvement in Reading" (Diane Lemonnier Schallert and JoyLynn Hailey Reed); (5) "Teacher Perceptions of Student Motivation and Their Relation to Literacy Learning" (Anne P. Sweet); (6) "The Role of Responsive Teaching in Focusing Reader Intention and Developing Reader Motivation" (Robert B. Ruddell and Norman J. Unrau); (7) "Characteristics of Classrooms That Promote Motivations and Strategies for Learning" (John T. Guthrie and Ann Dacey McCann); (8) "Integrating Science and Literacy Experiences to Motivate Student Learning" (Roger Bruning and Barbara M. Schweiger); (9) "Ownership, Literacy Achievement, and Students of Diverse Cultural Backgrounds" (Kathryn H. Au); (10) "Starting Right: Strategies for Engaging Young Literacy Learners" (Julianne C. Turner); (11) "Incentives and Intrinsic Motivation to Read" (Linda B. Gambrell and Barbara Ann Marinak); and (12) "School Change and Literacy Engagement: Preparing Teaching and Learning Environments" (Carol Minnick Santa). (RS)
Author: Ludo Verhoeven
Publisher: Routledge
ISBN: 1135670765
Category : Education
Languages : en
Pages : 305
Get Book Here
Book Description
Focuses on how to create a society of "engaged readers" - readers who are socially interactive, strategic, and motivated. Provides a state-of-the-art review of research on promoting reading in relation to reading instruction.
Author: Margaret J. Snowling
Publisher: John Wiley & Sons
ISBN: 1118712307
Category : Psychology
Languages : en
Pages : 922
Get Book Here
Book Description
The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Author: Jennifer M. Harrison
Publisher: Taylor & Francis
ISBN: 1000970248
Category : Education
Languages : en
Pages : 297
Get Book Here
Book Description
A Guide to Curriculum Mapping synthesizes teaching, learning, and assessment research with an innovative, inclusive, and comprehensive approach to effective curriculum design that centers student learning and evidence-informed continuous improvement. A Guide to Curriculum Mapping offers adaptable tools, resources, and templates that readers can customize to their own institutions and programs. The authors offer ways to document, synthesize, integrate, and visually represent how learning opportunities work together—whether within courses, across degree programs, or throughout an entire college or university. The authors have presented their integrated mapping approach to acclaim at conferences for close to a decade and have tested their use in programs large and small across the US, beyond systematically applying them at their home institution, the University of Maryland, Baltimore County (UMBC). This book enables educators—whether faculty, chairs, deans, administrators, educational developers, staff, or assessment leaders concerned with student learning and success—to think through the clarity, organization, and alignment of their programs for improving learning using learner-centered research.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 328
Get Book Here
Book Description
Author: Miriam McBreen
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
"Research increasingly suggests that reading development is influenced not only by students’ skills and knowledge, but also by how motivated they are to read. It has been found that interventions that focus only on cognitive (i.e., knowledge and skills-based) components of reading do not usually increase reading motivation and may in some cases contribute to more negative attitudes towards reading. This highlights the need for novel approaches to reading instruction that comprehensively addresses the needs of students at risk for reading difficulties. The research presented in this dissertation aimed to explore more efficient ways of designing reading instruction that supports the needs of these students, by examining the efficacy of a cognitive and motivational reading intervention. A secondary aim of this research was to explore the pathways through which motivation may impact reading development, by examining the impact of motivational reading instruction on a wide range of reading skills (i.e., phonological awareness, fluency, accuracy, comprehension).In the first and second study, theoretical and empirical recommendations that could guide the development of a motivational reading intervention were identified. In the first study, a narrative review and thematic analysis were conducted to identify commonly cited theories of motivation in empirical K-12 reading research. Based on a critical analysis of the current theoretical landscape, it was argued that a unifying framework of reading motivation is needed to drive the field forward, and that such a framework is provided by Ford’s Motivational Systems Theory (MST). A preliminary set of instructional guidelines based on MST was proposed. In the second study, a systematic review of the literature was conducted to identify evidence-based practices in motivational reading instruction. A range of practices were identified, including self-regulatory instruction, autonomy-supportive practices, interest-based practices and attribution/goal orientation training. The impact of motivational reading practices was summarized through a meta-analysis of identified effect sizes. The practices identified were used to complement the preliminary guidelines outlined in the previous study and propose a comprehensive motivational reading program.The third and fourth studies sought to examine the effectiveness of supplementing cognitive reading instruction with the motivational program designed through the process described above. In both studies, the effects of a Cognitive plus Motivational reading intervention were compared to those of a standard Cognitive-Only reading intervention. Cognitive components of the intervention were based on evidence-based practices in cognitive reading instruction, while motivational components were based on the program designed in studies one and two. In the third study, findings from a multiple-baseline pilot study were presented. Results tentatively suggested that the Cognitive plus Motivational intervention led to greater gains in reading fluency, interest, and self-efficacy beliefs than a Cognitive-Only intervention. In the fourth study, a more rigorous evaluation was conducted using a pre-test/post-test quasi-experimental efficacy trial. Findings indicate that students who received Cognitive plus Motivational intervention made greater gains in phonological awareness and reading comprehension than students who received Cognitive-Only intervention. The results presented here provide support for the hypothesis that targeting both cognitive and motivational components of reading during intervention has a positive effect on the reading achievement of students at risk for reading difficulties. It further suggests that motivational instruction may have a positive impact on a range of reading skills, and may impact reading through multiple pathways. This research has implications for theories of reading and reading motivation, teaching practice, and future research"--
Author: Mark Wyatt
Publisher: Routledge
ISBN: 9781032456829
Category :
Languages : en
Pages : 0
Get Book Here
Book Description
Building the Self-Efficacy Beliefs of English Language Learners and Teachers explores, juxtaposes and bridges two fields of research that have developed separately: the self-efficacy beliefs of English language learners and the self-efficacy beliefs of English language teachers. The aim is to expand understanding in each field and highlight how the two areas can mutually inform each other. This should encourage fresh perspectives, providing direction for researchers, and improving learning, teaching, and teacher education. Empirical research suggests that English language learners and teachers who believe they can fulfil a task are more likely to succeed than those who believe they cannot. Based on a deep understanding of how self-efficacy beliefs are formed and developed, this book illustrates how such beliefs can be supported and researched amongst English language learners and teachers. Bringing together the work of educators and researchers working in contexts including Algeria, Bulgaria, Canada, China, Iran, Israel, Japan, Türkiye, the UK, the USA, and Vietnam, this volume includes meta-analyses largely focusing on quantitative data and empirical studies employing qualitative approaches and mixed methods. Studies included examine factors impacting the development of language teachers' self-efficacy beliefs and investigate domain-specific dimensions of the self-efficacy beliefs of English language learners and teachers. This rigorous and original volume will appeal to an international readership of scholars, teachers, teacher educators, and researchers with interests in language education, teacher education, TESOL, linguistics, and educational psychology.
Author: Steve Graham
Publisher: Frontiers Media SA
ISBN: 283254441X
Category : Science
Languages : en
Pages : 267
Get Book Here
Book Description
The study of students’ motivational beliefs about writing and how such beliefs influence writing has increased since the publication of John Hays’ 1996 model of writing. This model emphasized that writers’ motivational beliefs influence how and what they write. Likewise, increased attention has been devoted in recent years to how teachers’ motivational beliefs about writing, especially their efficacy to teach writing, impact how writing is taught and how students’ progress as writers. As a result, there is a need to bring together, in a Research Topic, studies that examine the role and influence of writing beliefs. Historically, the psychological study of writing has focused on what students’ write or the processes they apply when writing. Equally important, but investigated less often, are studies examining how writing is taught and how teachers’ efforts contribute to students’ writing. What has been less prominent in the psychological study of writing are the underlying motivational beliefs that drive (or inhibit) students’ writing or serve as catalysts for teachers’ actions in the classroom when teaching writing. This Research Topic will bring together studies that examine both students’ and teachers’ motivational beliefs about teaching writing. This will include studies examining the operation of such beliefs, how they develop, cognitive and affective correlates, how writing motivational beliefs can be fostered, and how they are related to students’ writing achievement. By focusing on both students’ and teachers’ beliefs, the Research Topic will provide a more nuanced and broader picture of the role of motivation beliefs in writing and writing instruction. This Research Topic includes papers that address students’ motivational beliefs about writing, teachers’ motivational beliefs about writing or teaching writing. Students’ motivational beliefs about writing include: • beliefs about the value and utility of writing, • writing competence, • attitudes toward writing, • goal orientation, • motives for writing, • identity, • epistemological underpinnings writing, • and attributions for success/failure (as examples). Teacher motivational include these same judgements as well as beliefs about their preparation and their students’ competence and progress as writers (to provide additional examples). This Research Topic is interested in papers that examine how such beliefs operate, develop, are related to other cognitive and affective variables, how they are impacted by instruction, and how they are related to students’ writing performance. Submitted studies can include original research (both quantitative, qualitative, or mixed-methods), meta-analysis, and reviews of the literature.
