The Impact of a Cognitive and Motivational Reading Intervention on the Reading Achievement and Motivation of Students At-Risk for Reading Difficulties

Autor/inn/en	McBreen, Miriam; Savage, Robert
Titel	The Impact of a Cognitive and Motivational Reading Intervention on the Reading Achievement and Motivation of Students At-Risk for Reading Difficulties
Quelle	In: Learning Disability Quarterly, 45 (2022) 3, S.199-211 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McBreen, Miriam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948720958128
Schlagwörter	Cognitive Processes; Student Motivation; Reading Motivation; Intervention; Reading Achievement; At Risk Students; Reading Difficulties; Program Effectiveness; Grade 3; Elementary School Students; Measures (Individuals); Achievement Tests; Reading Fluency; Emergent Literacy; Reading Tests; Intelligence Tests; Verbal Ability; Vocabulary; Motivation to Read Profile; Wide Range Achievement Test; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Raven Progressive Matrices; Peabody Picture Vocabulary Test + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schulische Motivation; Lesemotivation; Leseleistung; Reading difficulty; Leseschwierigkeit; School year 03; 3. Schuljahr; Schuljahr 03; Messdaten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Frühleseunterricht; Lesetest; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz
Abstract	This research assessed the impact of combining small-group cognitive reading intervention with a motivational program targeting students' goals, emotions, and self-efficacy beliefs on the reading performance and motivation of third-grade students at risk for reading difficulties (n = 25, M[subscript age] = 8.99, SD = 0.38). Using a quasi-experimental pre-test/post-test efficacy trial design, effects of the intervention on phonological awareness, listening comprehension, accuracy, fluency, reading comprehension, and motivation were assessed. Results indicate that compared with students who received Cognitive-Only reading intervention, students who received the combined Cognitive plus Motivational reading intervention showed greater gains in reading comprehension and phonological awareness. Findings provide preliminary evidence that supplementing cognitive reading intervention with the proposed motivational program can improve the reading performance of students at risk for reading difficulties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01