Behavioral Engagement among Adolescents with Reading Difficulties: The Role of Active Involvement in a Universally Designed Digital Literacy Platform

Autor/inn/en	Daley, Samantha G.; Xu, Yang; Proctor, C. Patrick; Rappolt-Schlichtmann, Gabrielle; Goldowsky, Boris
Titel	Behavioral Engagement among Adolescents with Reading Difficulties: The Role of Active Involvement in a Universally Designed Digital Literacy Platform
Quelle	In: Reading & Writing Quarterly, 36 (2020) 3, S.278-295 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daley, Samantha G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1057-3569
DOI	10.1080/10573569.2019.1635545
Schlagwörter	Reading Difficulties; Access to Education; Reading Comprehension; Middle School Students; Early Adolescents; Remedial Reading; Learner Engagement; Learning Analytics; Assistive Technology; Literacy; Electronic Learning; Personal Autonomy; Reader Text Relationship; Reading Skills; Independent Study + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Education; Access; Bildung; Zugang; Bildungszugang; Leseverstehen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Leseförderung; Alphabetisierung; Schreib- und Lesefähigkeit; Individuelle Autonomie; Reading skill; Lesefertigkeit; Selbststudium
Abstract	We use the affordances of a supplemental digital literacy platform to study the dynamics of behavioral engagement and reading comprehension among middle-school students in remedial reading classes. All participating students (n = 315) were identified by their schools as needing additional reading support; 56% received special education services. They used the digital literacy platform designed using the Universal Design for Learning (UDL) framework for approximately 1 hr per week for an academic year. Embedded indicators of activity in the digital platform captured whether and how students engaged with available text-related activities. Higher levels of behavioral engagement were not associated with improved reading comprehension in the sample overall. An interaction effect indicated that students who started the year with lower reading comprehension skills were likely to benefit more from higher reading-related behaviors and more use of text-to-speech than those starting with relatively higher comprehension skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01