کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6845001 | 621085 | 2014 | 8 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
How motivation and engagement predict reading comprehension among native English-speaking and English-learning middle school students with disabilities in a remedial reading curriculum
ترجمه فارسی عنوان
انگیزه و تعامل چگونه انگیزه درک خواندن در میان دانش آموزان دبستانی دارای معلولیت زبان انگلیسی و انگلیسی را در یک برنامه درسی خواندن اصلاح شده پیش بینی می کند
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کلمات کلیدی
انگیزه، معلولیت، یادگیرنده زبان انگلیسی، نامزدی، درک مطلب،
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
چکیده انگلیسی
The present study examined self-reported levels of motivation in predicting reading comprehension among 76 linguistically diverse middle school-aged students with disabilities in an urban Northeastern school district in the United States. Fifty-one percent of the students were English language learners (ELLs), and all were enrolled in READ180, an online and classroom-based, commercial reading program designed to promote comprehension for students who struggle with reading. Controlling for time spent in READ180 and formative vocabulary and comprehension performance within the environment, we investigated whether reading-related motivations (intrinsic motivation; extrinsic motivation; self-efficacy) predicted comprehension outcomes, and whether language status (ELL or non-ELL) moderated any relationships with reading comprehension. Self-efficacy was positively and significantly associated with reading comprehension, while intrinsic motivation and extrinsic motivation were not. The effect of self-efficacy was not moderated by ELL status and ELL students scored significantly below their non-ELL peers on the measure of reading comprehension.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Individual Differences - Volume 36, December 2014, Pages 76-83
Journal: Learning and Individual Differences - Volume 36, December 2014, Pages 76-83
نویسندگان
C. Patrick Proctor, Samantha Daley, Rebecca Louick, Christine M. Leider, Graham L. Gardner,