Courageous Reading Instruction: The Effects of an Elementary Motivation Intervention

Autor/in	Marinak, Barbara A.
Titel	Courageous Reading Instruction: The Effects of an Elementary Motivation Intervention
Quelle	In: Journal of Educational Research, 106 (2013) 1, S.39-48 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2012.658455
Schlagwörter	Student Motivation; Action Research; Intervention; Reading Instruction; Grade 5; Reading Motivation; Elementary School Students; Self Concept; Pretests Posttests; Educational Practices + Suchen Sie Ihr Suchwort? Schulische Motivation; Projektforschung; Leseunterricht; School year 05; 5. Schuljahr; Schuljahr 05; Lesemotivation; Selbstkonzept; Bildungspraxis
Abstract	In an attempt to more clearly understand the erosion of engagement in some readers, a number of researchers (J. Brophy, 2008; J. Guthrie, 2010; K. Mohr, 2006) and organizations (Education Alliance, 2010) have called for the investigation of strategies to improve elementary reading motivation. Consequently this mixed-methods investigation focused on a motivation intervention for fifth-grade readers. Two constructs consistent with expectancy-value theory (J. Eccles, 1983), self-concept as a reader and value of reading, were examined. A pretest-posttest design was utilized following a motivation intervention arranged during participatory action research. The results suggest that a curricular considerate intervention comprised 3 practices had a significant impact on the reading motivation of 5th-grade students. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10