Supplemental Literacy Instruction in High School: What Students Say Matters for Reading Engagement

Susan Chambers Cantrell, Jessica Pennington, Margaret Rintamaa, Monica Osborne, Cindy Parker, Mary Rudd

Research output: Contribution to journalArticlepeer-review

12 Scopus citations


In this article, we describe a model for reading engagement that emerged from interviews with high school students who participated in a yearlong supplemental intervention course. The course focused on motivation, strategies, content learning, and communication within the context of themed instruction. We sought to ascertain instructional factors, within the context of the supplemental reading course, that were most engaging for students from the students’ perspective. Using constant comparative analysis methods, we identified themes that emerged from interviews with 63 students who participated in the intervention. Participants articulated the significance of relevant texts, self-efficacy with valued tasks, classroom relationships, and reading strategies in influencing their literacy engagement. Based on these themes, we present an engagement model that expands on earlier models emphasizing cognitive, behavioral, motivational, and social dimensions. Implications suggest pathways for engaging students who are participating in targeted literacy interventions.

Original languageEnglish
Pages (from-to)54-70
Number of pages17
JournalReading and Writing Quarterly
Issue number1
StatePublished - Jan 2 2017

Bibliographical note

Publisher Copyright:
© 2017 Taylor & Francis.

ASJC Scopus subject areas

  • Education
  • Linguistics and Language


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