Engaging Struggling Adolescent Readers through Situational Interest: A Model Proposing the Relationships among Extrinsic Motivation, Oral Reading Proficiency, Comprehension, and Academic Achievement

Autor/in	Paige, David D.
Titel	Engaging Struggling Adolescent Readers through Situational Interest: A Model Proposing the Relationships among Extrinsic Motivation, Oral Reading Proficiency, Comprehension, and Academic Achievement
Quelle	In: Reading Psychology, 32 (2011) 5, S.395-425 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2010.495633
Schlagwörter	Reading Difficulties; Special Needs Students; Adolescents; Middle School Students; Grade 6; Grade 7; Reading Ability; Reading Motivation; Oral Reading; Reading Fluency; Structural Equation Models; Academic Achievement; Incentives; Motivation Techniques; Student Interests; Relevance (Education) + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Sonderpädagogischer Förderbedarf; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Reading competence; Lesekompetenz; Lesemotivation; Oral work; Reading; Mündliche Übung; Leseprozess; Lesen; Schulleistung; Anreiz; Motivationsförderung; Studieninteresse; Relevance; Relevanz
Abstract	Reading ability and motivation among adolescents across the country continues to be problematic, as only slightly more than one-third read at a proficient level (Grigg, Donahue, & Dion, 2007; Unrau & Schlackman, 2006). Hidi and Renninger (2006) have proposed a four-phase model of situational interest that suggests how activities involving extrinsic motivation can be used to potentially develop intrinsic motivation. Using structural equation modeling, the author proposes a model that connects extrinsic motivation for reading, oral reading fluency, comprehension, and academic achievement to demonstrate how situational interest for reading can be leveraged by the classroom teacher to engage struggling readers in activities that promote literacy achievement in struggling adolescent readers. (Contains 3 figures and 4 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10