Engaging Struggling Adolescent Readers to Improve Reading Skills (original) (raw)
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Struggling readers' engagement within a middle school reading support program
Adolescence is a developmental stage during which American students are typically disengaged (Pianta, Hamre, & Allen, 2012), yet learning depends upon engagement (Finn & Zimmer, 2012; Reschly & Christenson, 2012). For middle school students who struggle to read, school-based reading support represents a last chance to help them succeed in high school and in the 21 st-century economy (Gomez & Gomez, 2007). This qualitative study was conducted to explore the experiences of middle school students as they engage in a reading support program with services in and out of the literacy classroom. The study considered the experiences of six middle school students enrolled in either push-in or pull-out reading support program. Students" experiences were considered through a theoretical framework incorporating engagement theory and stage-environment fit theory. The study was conducted as an interpretative phenomenological analysis focusing on students" lived experiences with agency and teacherrelationships, malleable elements of the learning environment with import for adolescents. Student participants revealed that students" voices are not often included in the decision-making process surrounding their own support. Findings suggest that by discussing support options with students, incorporating opportunities for them to set goals within the intervention program, and devising mechanisms to support reflection and evaluation, students will have more agency within their intervention experience. Findings also suggest that promoting conversations anchored around support among school staff, parents, and students, while providing professional development for teachers, will help promote more seamless school experiences for students and increase their sense of belonging within the school community.
2021
The following research described a correlational study to examine whether there was correlation between reading motivation and reading engagement on students' outcomes on the HMH Reading Inventory® in Title I schools for students reading below grade level in grades three through five. Additionally, the research indicated the importance of utilizing motivation and engagement to increase reading achievement. The purpose of this correlational study was to examine the relationship between reading motivation and reading engagement to reading outcomes in grades three through five for students who are not reading on grade level in Title I elementary schools in the Southeast section of Virginia. There was research available for reading achievement, motivation, and engagement; however, the research did not include reading outcomes related to the HMH Reading Inventory® or Title I schools for students in grades three through five. Therefore, the study examined the correlation of the reading motivation and reading engagement on reading outcomes for students in elementary Title I schools. The data collected for the study derived from surveys and HMH Reading Inventory® from Title I elementary schools in southeastern Virginia from approximately 66 students from grades three through five. The study used of the Pearson r analysis to analyze the data. The study indicated there was a correlation between reading motivation and reading engagement on student outcomes. Some of the recommendations for future research are review students who are proficient, consider a study for grades through five in Title I and non-Title I schools, identify the type of motivation and support needed, study the three types of engagements, and provide professional learning for teachers and reading coaches.
This study explored the relationships among formative curriculum-based measures of reading (CBM-R), student engagement as an extra-academic indicator of student motivation, and summative performance on a high-stakes reading assessment. A diverse sample of third-, fourth-, and fifth-grade students and their teachers responded to questionnaires about student engagement in academic tasks. These questionnaires were collected about the same time as fall CBM-R oral reading fluency and maze screening tasks. Results indicated that fall student and teacher reports of engagement and a composite score of reading competence derived from CBM-R screening tests uniquely predicted student performance on year-end standardized reading tests. Profile analyses indicated that student engagement was associated with better reading performance among students with low competence, suggesting that engagement may be particularly important for increasing student performance for struggling readers. Implications for interventions targeting both student motivation, as well as reading skill development, are discussed. C
Psychology in the Schools, 2008
The engagement model of reading development suggests that instruction improves students' reading comprehension to the extent that it increases students' engagement processes in reading. We compared how Concept-Oriented Reading Instruction (CORI) (support for cognitive and motivational processes in reading), strategy instruction (support for cognitive strategies in reading), and traditional instruction in fourth-grade classrooms differentially influenced students' reading comprehension, strategy use, and engagement in reading. Students experiencing CORI were significantly higher than both comparison groups on reading comprehension, reading strategies, and reading engagement. When students' level of reading engagement was statistically controlled, the differences between the treatment groups were not significant. We infer that the level of students' reading engagement during classroom work mediated the instructional effects on reading outcomes.
The impact of the reading engagement model on the 6th graders’ reading comprehension achievement
African Educational Research Journal
Reading is a cognitive process in which the mind works with the sensory organs to decode and interpret the symbols, and the achievement in this process is assessed through the reading comprehension skills. Reading comprehension skills have a pivotal role both in individuals' educational lives and personal development. The studies indicate that individuals who do not comprehend what they have read or have not improved their comprehension skills experience failures in every period of their lives compared to the others. Therefore, this study focusing on a model to develop reading comprehension skills is quite crucial. Aiming to examine the impact of the Reading Engagement Model on the 6 th graders' reading comprehension achievement and engagement in reading, the study adopted the Pretest-Posttest Control-Group design. 62 students at the 6 th grade participated in the control and experimental groups. In the experimental group, 36 class hours of implementations focusing on the Reading Engagement Model were carried out and the reading comprehension strategies as Cooperative Discussion and Questioning Strategy, Note-taking Strategy, and Cloze Technique were taught. In the control group, the activities in the coursebook were implemented as defined in the current curriculum. At the beginning and end of the 6week implementations, to measure the reading comprehension achievement, the Reading Comprehension Achievement Test, and to evaluate their reading engagement levels, the Reading Engagement Index were applied to the groups as pretests and posttests. The SPSS program was utilized for the test analyses. Accordingly, the experimental group implemented the Reading Engagement Model indicated a significant difference relative to the control group. Hence, in the experimental group, the students' reading comprehension achievements and reading engagement levels increased relatively. Concerning the results of the study, some implications have been reflected.
Scaffolding for Engagement in Elementary School Reading Instruction
The Journal of Educational Research, 2006
The authors used a new multidimensional coding scheme to assess student learning engagement during 3 Grade 4 reading lessons. Students in 3 classes-2 in which students received integrated reading-science instruction and 1 in which they received traditional instruction-demonstrated moderate to high engagement in learning. However, students in the integrated instruction classes gained more in reading comprehension and reading strategy use during the 12 weeks of the study than did students in the traditional instruction class. Analyses of task complexity and practices that teachers used to scaffold students' cognitive processes and motivation suggested that measuring student engagement in conjunction with these variables may be critical for developing a deeper understanding of how academic gains are made.
2013
The current study examined the experiences of adolescents considered to be at-risk for academic underachievement in an after-school reading intervention program (called the Vocabulary Learning Project, or VLP), with the goal of identifying the individual and social contextual factors that influence their engagement in the literacy intervention. One-on-one semistructured interviews were conducted with 29 adolescent participants post-intervention to gain their personal insights on relevant contextual experiences, resulting in the identification of key factors that are associated with student engagement at the behavioral, affective and cognitive levels. The findings from this study serve as an important indicator of some of the multiple influences on the literacy engagement of at-risk adolescents. This has implications for the design of future interventions developed for the purpose of improving the academic achievement, and ultimately the economic and personal advancement, of adolesce...