Evaluating the impact of motivation to read on reading gains for struggling adolescent readers with and without specific learning disabilities
Başlık çevirisi mevcut değil.
- Tez No: 400190
- Danışmanlar: DR. KİMBER MALMGREN
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2009
- Dil: İngilizce
- Üniversite: University of Wisconsin-Madison
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 194
Özet
Özet yok.
Özet (Çeviri)
This study investigated the impact of motivation to read on the reading gains of strugglingadolescent readers with and without specific learning disabilities (LD) who were exposed to astructured, research-based reading program over an 18-week period. Participants included 13adolescents with LD and 25 students without disabilities from two middle schools and one highschool in two school districts in Wisconsin. In this study, motivation to read was assessed by theAdolescent Motivation to Read Survey and reading achievement was measured by the ScholasticReading Inventory. The impact of pretest motivation to read, increases in motivation to read,teacher, student age, pretest reading achievement, and student attendance (dosage) onimprovements in overall reading achievement was evaluated by conducting multiple regressionanalyses. Additionally, the impact of pretest motivation to read, teacher, student age, pretestreading achievement, and student attendance on improvements in motivation to read wasexamined. The results of one sample Mests yielded significant reading gains for all adolescentswith and without LD, and multiple regression analysis indicated that pretest reading achievementand improvements in motivation scores predicted reading gains of adolescents with LD whilenone of the aforementioned factors was a significant predictor for reading gains of adolescentswithout disabilities. Additionally, results showed a significant improvement in motivation to readonly for adolescents without disabilities. For students without disabilities, regression analysesidentified pretest motivation as a significant predictor of gains in motivation. For students withLD, student attendance was a significant predictor of improvements in motivation to read. Thelow sample size was a limitation of this study, and additional research is needed to continue toinvestigate the impact of motivation to read on reading achievement of struggling adolescentreaders.
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