Dissertation Information for Jason M NelsonNAME:
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SCHOOL: ADVISORS: COMMITTEE MEMBERS: MPACT Status: Incomplete - Not_Inspected Title: Affective and motivational responses of upper elementary and middle school students with reading disabilities to two intensive reading interventions Abstract: Students with reading disabilities (RD) not only experience academic skill difficulties but also often possess motivational and affective problems that impact their learning. The upper elementary and middle school years are particularly difficult for students with RD because although these students often continue to struggle with basic reading skills, there is a movement from learning to read to reading to learn during these years. It is not uncommon for students with RD to become overwhelmed with their academic difficulties and to perceive themselves to have little control over their academic outcomes. The current study examined the impact of two reading interventions on the motivational/affective characteristics and reading strategy knowledge of 20 upper elementary and middle school students with RD. The interventions targeted three areas of reading: phonological analysis/decoding, fluency, and comprehension. Both interventions incorporated the same instruction for phonological analysis/decoding and fluency training, but differed with regard to explicitness of the reading strategies taught during the comprehension component. Participants received one-to-one tutoring over 5 weeks, 4 days per week, and 1 hour per day. Results indicated that both interventions led to positive change from pre- to posttest. Participants in the more explicit comprehension intervention showed enhanced positive affect for reading, less stable and global attributions for reading failure, and improved strategy knowledge. Those in the less explicit comprehension intervention showed higher reading self-efficacy, more internal attributions for reading success, and improved strategy knowledge. Between group comparisons indicated that participants in the more explicit comprehension condition showed greater gains in strategy knowledge and attributions to strategy usage. Participants in the less explicit intervention showed higher reading self-efficacy than those in the more explicit intervention. |
MPACT Scores for Jason M NelsonA = 0 Advisors and Advisees Graph |