The impact of supplemental instruction on low-achieving adolescents reading engagement

Susan Chambers Cantrell; Janice F. Almasi; Margaret Rintamaa; Janis C. Carter; Jessica Pennington; D. Matt Buckman

doi:10.1080/00220671.2012.753859

The impact of supplemental instruction on low-achieving adolescents reading engagement

Susan Chambers Cantrell
, Janice F. Almasi
, Margaret Rintamaa
, Janis C. Carter
, Jessica Pennington
, D. Matt Buckman

Producción científica: Article › revisión exhaustiva

29 Citas (Scopus)

Resumen

The authors examined the impact of a supplemental reading course on 462 sixth-grade students' reading engagement and performance as compared with 389 students in a control group. They further explored students' cognitive strategy use through think aloud processes with a subset of students who participated in the intervention. Participating students reported significantly higher levels of strategy use, intrinsic motivation, extrinsic motivation, and self-efficacy as compared with the control group. Think aloud measures indicated students who participated in supplemental instruction exhibited higher levels of cognitive engagement at the end of the intervention than they exhibited at the start of the intervention. There was no significant impact on students' reading performance as measured by a standardized test.

Idioma original	English
Páginas (desde-hasta)	36-58
Número de páginas	23
Publicación	Journal of Educational Research
Volumen	107
N.º	1
DOI	https://doi.org/10.1080/00220671.2012.753859
Estado	Published - ene 2 2014

Nota bibliográfica

Funding Information:
This research was supported in part by a grant from the Striving Readers program as administered by the Office of Elementary and Secondary Education, U. S. Department of Education. The findings and opinions expressed here do not necessarily reflect the position or policies of the Office of Elementary and Secondary Education, or the U. S. Department of Education.

Financiación

This research was supported in part by a grant from the Striving Readers program as administered by the Office of Elementary and Secondary Education, U. S. Department of Education. The findings and opinions expressed here do not necessarily reflect the position or policies of the Office of Elementary and Secondary Education, or the U. S. Department of Education.

Financiadores
U. S. Department of Education
Office of Elementary and Secondary Education

ASJC Scopus subject areas

Education

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10.1080/00220671.2012.753859

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AU - Buckman, D. Matt

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The impact of supplemental instruction on low-achieving adolescents reading engagement

Resumen

Nota bibliográfica

Financiación

ASJC Scopus subject areas

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