Effects of Classroom Practices on Reading Comprehension, Engagement, and Motivations for Adolescents.
Effects of Classroom Practices on Reading Comprehension, Engagement, and Motivations for Adolescents.
复制标题
DOI：
10.1002/rrq.81
复制
发表时间：
2014-10-01
影响因子：
4.2
通讯作者：
Klauda, Susan Lutz
中科院分区：
文献类型：
--
作者：
Guthrie, John T.;Klauda, Susan Lutz
我们研究了课堂支持对学生信息文本理解、动机和参与的作用。一个复合材料的课堂环境变量组成的选择，重要性，合作，和能力的教学支持，伴随着信息文本理解的认知支架，提供了为期四周的教学单元为615年级7名学生。这些课堂动机参与的支持下实施的概念导向阅读教学（科里）框架内的综合识字/历史教学。科里增加信息文本理解与传统的教学（TI）在切换重复实验设计。根据多元回归分析，学生对动机参与支持的看法与学生内在动机、价值、感知能力的增加以及积极参与（奉献）的增加相关，在科里比在TI更显着。结果扩展了证据的有效性科里识字/历史题材和信息文本理解中学生。在课堂环境中的实验效果证实了特定任务的影响，在文献中的实验研究。
We investigated the roles of classroom supports for multiple motivations and engagement in students’ informational text comprehension, motivation, and engagement. A composite of classroom contextual variables consisting of instructional support for choice, importance, collaboration, and competence, accompanied by cognitive scaffolding for informational text comprehension, was provided in four-week instructional units for 615 grade 7 students. These classroom motivational-engagement supports were implemented within integrated literacy/history instruction in the Concept-Oriented Reading Instruction (CORI) framework. CORI increased informational text comprehension compared with traditional instruction (TI) in a switching replications experimental design. Students’ perceptions of the motivational-engagement supports were associated with increases in students’ intrinsic motivation, value, perceived competence, and increased positive engagement (dedication) more markedly in CORI than in TI, according to multiple regression analyses. Results extended the evidence for the effectiveness of CORI to literacy/history subject matter and informational text comprehension among middle school students. The experimental effects in classroom contexts confirmed effects from task-specific, situated experimental studies in the literature.
登录
查看更多内容
影响因子：
5.7
作者：
Dabelko-Schoeny, Holly;Anderson, Keith A.;Spinks, Katie
通讯作者：
Spinks, Katie
影响因子：
4.9
作者：
CHAPMAN, JW;TUNMER, WE
通讯作者：
TUNMER, WE
DOI：
10.1007/978-1-4614-2018-7_29
发表时间：
2012-01-01
期刊：
HANDBOOK OF RESEARCH ON STUDENT ENGAGEMENT
影响因子：
--
作者：
Guthrie, John T.;Wigfield, Allan;You, Wei
通讯作者：
You, Wei
影响因子：
4.9
作者：
Jang, Hyungshim
通讯作者：
Jang, Hyungshim
影响因子：
4.9
作者：
Bulgren, Janis A.;Marquis, Janet G.;Schumaker, Jean B.
通讯作者：
Schumaker, Jean B.