The Nature of Rural High School Students' Reading Engagement

Autor/inn/en	Cantrell, Susan Chambers; Rintamaa, Margaret
Titel	The Nature of Rural High School Students' Reading Engagement
Quelle	In: Reading & Writing Quarterly, 36 (2020) 4, S.297-319 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2019.1635543
Schlagwörter	Rural Schools; High School Students; Learner Engagement; Grade 9; Reading Difficulties; Student Empowerment; Resistance (Psychology); Literacy; Class Activities; Reading Interests; Supplementary Education; Intervention; Reading Motivation; Context Effect; Adolescents; Self Efficacy; Goal Orientation; Relevance (Education); Educational Attainment; Reading Habits; Value Judgment + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 09; 9. Schuljahr; Schuljahr 09; Reading difficulty; Leseschwierigkeit; Studienberechtigung; Resistenz; Alphabetisierung; Schreib- und Lesefähigkeit; Leseinteresse; Ergänzungsunterricht; Lesemotivation; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Self-efficacy; Selbstwirksamkeit; Zielorientierung; Zielvorstellung; Relevance; Relevanz; Bildungsabschluss; Bildungsgut; Reading habit; Lesegewohnheit; Werturteil
Abstract	The authors examined the dimensions of reading engagement for rural ninth-grade students who participated in a supplemental literacy intervention for students who struggled with school-based reading. Using a comparative case study approach, researchers investigated the ways in which engagement was characterized and undermined within the context of the class. Behavioral, motivational, cognitive, and social dimensions of engagement were studied. Findings showed students reported active engagement in reading outside of school and used knowledge and skills as capital in the classroom. Students embodied agency in engaging in or resisting in-class literacy activities as they related to their goals and interests. Implications for supplemental literacy courses are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01