Engaging Children as Readers and Writers in High-Poverty Contexts

Autor/in	Kennedy, Eithne
Titel	Engaging Children as Readers and Writers in High-Poverty Contexts
Quelle	In: Journal of Research in Reading, 41 (2018) 4, S.716-731 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kennedy, Eithne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-0423
DOI	10.1111/1467-9817.12261
Schlagwörter	Poverty; Disadvantaged Schools; Literacy; Student Motivation; Self Esteem; Learner Engagement; Longitudinal Studies; College School Cooperation; Teaching Methods; Teacher Attitudes; Student Attitudes; Principals; Administrator Attitudes; Vocabulary Skills; Reading Comprehension; Literacy Education; Correlation; Academic Achievement; Intervention; Grouping (Instructional Purposes) + Suchen Sie Ihr Suchwort? Armut; Alphabetisierung; Schreib- und Lesefähigkeit; Schulische Motivation; Self-esteem; Selbstaufmerksamkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Schülerverhalten; Principal; Schulleiter; Aktiver Wortschatz; Leseverstehen; Korrelation; Schulleistung; Grouping; Gruppenbildung
Abstract	While development of a range of cognitive skills and strategies is integral to the literacy process and strong attainment, students' motivation, engagement and self-confidence also exert a powerful influence on academic achievement. In recent times in the field of literacy there has been renewed interest in motivation, engagement and sense of self-efficacy as it relates to literacy achievement. This paper reports on findings from Write to Read, a longitudinal collaborative university and school literacy intervention project in disadvantaged schools. Drawing on questionnaire data from teachers, interview data from children, teachers and principals and data from audio and video recordings of literature discussions, this paper presents findings in relation to developments in children's motivation and engagement in literacy in a subset of classrooms and schools involved in the intervention. Practices associated with increasing engagement included time, choice, dialogic mixed-ability reading groups, building self-efficacy and explicit teaching of vocabulary and comprehension skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01