Author : Miriam McBreen
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (125 download)
Book Synopsis The Effects of a “motivationally-enhanced” Reading Program on Struggling Readers’ Reading Performance and Reading Motivation by : Miriam McBreen
Download or read book The Effects of a “motivationally-enhanced” Reading Program on Struggling Readers’ Reading Performance and Reading Motivation written by Miriam McBreen and published by . This book was released on 2021 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: "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"--
