Motivation for reading among struggling middle school readers: A mixed methods study

Louick, Rebecca; Leider, Christine Montecillo; Daley, Samantha G.; Proctor, C. Patrick; Gardner, Graham L.

doi:10.1016/j.lindif.2016.06.027

Cited by 24 publications

(12 citation statements)

References 39 publications

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“…Triangulation, or directly comparing results, was used in four (16%) studies. Louick et al (2016) described the aim of their study, which focused on struggling readers, was to ''triangulate standardized, longitudinal reading performance, reading motivation survey data, and semi-structured motivation interviews . .…”

Section: Mixed Methods Research Findingsmentioning

confidence: 99%

A Systematic Methodological Review of Hierarchical Linear Modeling in Mixed Methods Research

Bash

Smith

Trantham

2020

Journal of Mixed Methods Research

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The use of advanced quantitative methods within mixed methods research has been investigated in a limited capacity. In particular, hierarchical linear models are a popular approach to account for multilevel data, such as students within schools, but its use and value as the quantitative strand in a mixed methods study remains unknown. This article examines the role of hierarchical linear modeling in mixed methods research with emphasis on design choice, priority, and rationales. The results from this systematic methodological review suggest that hierarchical linear modeling does not overshadow the contributions of the qualitative strand. Our study contributes to the field of mixed methods research by offering recommendations for the use of hierarchical linear modeling as the quantitative strand in mixed methods studies.

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Section: Mixed Methods Research Findingsmentioning

confidence: 99%

A Systematic Methodological Review of Hierarchical Linear Modeling in Mixed Methods Research

Bash

Smith

Trantham

2020

Journal of Mixed Methods Research

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“…They need to learn how to learn from reading, as well as how to be critical of what they read. After the eighth grade is high school, and at this stage is where most students become lifelong readers (Louick et al, 2016). In an eighth-grade classroom, an administrator would observe little or no phonics instruction.…”

Section: The Reading Block: Eighth Gradementioning

confidence: 99%

Inclusion Matters! Strategies For Improving Reading And Test Skills Of Special Education Students

Jackson¹

2021

Scha

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The purpose of this quantitative retrospective quasi-experimental study was to determine if there was a statistically significant difference between sixth, seventh, and eighth-grade classrooms filled with both general education and special education students (mild to moderate disability) receiving multiple instructional strategies and sixth, seventh, and eighth-grade classrooms filled with general education students receiving only traditional instructional strategies. Students scoring 800 or above met reading standards for the year. Results of the analysis indicated students receiving traditional instructional strategies achieved a mean score of 830. The inclusion students receiving multiple instruction interventions also showed grade-level reading proficiency on the standardized test with a mean score of 818. The researcher focused on the issue to show there are positive outcomes from implementing inclusion. Recommendations involving a reading intervention such as guided reading groups, backwards design planning, and collaborative instruction were noted. A one-way Analysis of Variance (ANOVA) analysis tested significance and two-way ANOVA tested interaction. Both analyses were set at the.05 significance level to interpret the data. Keywords: Special education, General education, Disabilities, Inclusion, CRCT, Standardized Reading Tests.

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“…Moreover, the other difference is the stable nature of reading motivation and the dynamic nature of language learning motivation over time (Grabe&Stoller, 2013). Reading motivation has three dimensions: self-efficiency, intrinsic, extrinsic motivation (Louick, Leider, Daley, Proctor& Gardner, 2016) Wigfield and Guthries(1995), proposed a reading motivation model for first language, that was the concern of the early researches on reading motivation (Funda,2015).Reading motivation is an important factor in the process of reading because it influences the way that the reader interact and reflect on the text and how learns from the text (Sani,Ariffinb& Shaik-Abdullahc, 2014). The feeling of learners about reading is one of the constructs of motivation stated by Alexander and Filler…”

Section: Language Learning Motivation and Reading Motivationmentioning

confidence: 99%

Untitled

2017

MJLTM

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The following study measures the impact of consistent and sustained oral interaction with native speakers of the target language via remote interaction on macro-linguistic skills of adult learners studying Spanish as a second language at intermediate stages of acquisition. This investigation overcomes deficiencies in previous and current research that focuses primarily on individual learners, acquisition of one grammar point or the use of specific micro-behaviors, as opposed to looking holistically at the impact that interaction with native speakers of the target language has on learners' reading, writing, speaking and listening skills at intermediate stages of acquisition. Participants of this study belonged to either the TalkAbroad-7 group (TA-7G) or the TalkAbroad-2 group (TA-2G). Using the Avant Stamp Test, learners' macro-language skills (i.e., reading, writing, listening and speaking) were quantitatively measured before and after treatment, following a pre/posttest design. Results of the data suggest that consistent and sustained oral interaction with native speakers of the target language significantly impacted learners' listening skills, while also contributing to the development of other macro-linguistic skills. The pedagogical implications of our research, combined with those available in earlier investigations, suggest that a greater focus be placed on listening tasks that build learners' aural skills. Educators and administrators alike should consider curricular changes that require learners to use interactive programs that allow them (i.e., learners) to engage in consistent and sustained oral interaction with NSTL in order to cultivate this fundamental ability.

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Motivation for reading among struggling middle school readers: A mixed methods study

Cited by 24 publications

References 39 publications

A Systematic Methodological Review of Hierarchical Linear Modeling in Mixed Methods Research

A Systematic Methodological Review of Hierarchical Linear Modeling in Mixed Methods Research

Inclusion Matters! Strategies For Improving Reading And Test Skills Of Special Education Students

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