Mediating Effects of Reading Engagement on the Reading Comprehension of Early Adolescent English Language Learners

Taboada, Ana; Townsend, Dianna; Boynton, Mary Jane

doi:10.1080/10573569.2013.741959

Cited by 22 publications

(25 citation statements)

References 42 publications

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“…The focus has ranged from how instructional practices and the classroom climate influence student engagement (Hughes & Kwok, 2007;Lutz et al, 2006;NICHD, 2005) to the mediating role that student engagement plays between classroom climate and reading achievement (Ponitz & Rimm-Kaufman, 2011;Ponitz, Rimm-Kaufman, Grimm, & Curby, 2009) and between cognitive skills (such as vocabulary) and reading achievement (Taboada, Townsend, & Boynton, 2013).…”

Section: Student Engagement and Instructional Practicesmentioning

confidence: 99%

Examining Student Cognitive and Affective Engagement and Reading Instructional Activities: Spanish-Speaking English Learners’ Reading Profiles

Barber

Gallagher

Smith

et al. 2016

Literacy Research and Instruction

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Section: Student Engagement and Instructional Practicesmentioning

confidence: 99%

Examining Student Cognitive and Affective Engagement and Reading Instructional Activities: Spanish-Speaking English Learners’ Reading Profiles

Barber

Gallagher

Smith

et al. 2016

Literacy Research and Instruction

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“…However, Spanish‐speaking ELs are an understudied group in the engagement literature. Recent research on the reading motivation and engagement of Spanish‐speaking EL students (e.g., Taboada, Townsend, & Boynton, ) has shown that engagement with text mediates the relation between vocabulary and comprehension, showing the important role of the construct in ELs’ literacy development. However, little is known about whether ELs' engagement processes differ from those of English monolinguals (EMs) and how these hinder or contribute to ELs' academics.…”

Section: Student Engagement: Multidimensional and Malleablementioning

confidence: 99%

Dynamics of Engagement and Disaffection in a Social Studies Classroom Context

2017

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In this investigation, we replicated Skinner et al.'s study of the dynamics of engagement with a more diverse sample of Grades 6 and 7 students from a middle school with a large English learner (primarily Spanish-speaking) student population. We tested dimensions of the self-system model of motivational development in a specific academic domain (i.e., social studies). Some relationships found by Skinner and colleagues were supported, whereas others were not. Emotional engagement predicted changes in behavioral engagement and disaffection. The classroom context and students' self-perceptions predicted changes in engagement and disaffection. Students' self-perceptions also mediated the relation between teacher support and engagement and disaffection. None of these relations were moderated by language status. C 2017 Wiley Periodicals, Inc. Engagement (i.e., active participation in activities) has been identified as a multifaceted and crucial factor in predicting and preventing school dropout (Christenson et al., 2008;Fredricks, Blumenfeld, & Paris, 2004) that is positively associated with desired academic, emotional, and social learning outcomes (Klem & Connell, 2004). For English learner (EL) students, engagement in academics and school is of the utmost importance. ELs, especially adolescents, have consistently fallen behind their English native-speaking peers academically (e.g., 70% of eighth graders identified as ELs scored below the basic level in national reading assessments compared to 20% of non-ELs, Aud et al., 2013). As such, academic engagement has drawn increased interest from researchers and practitioners (Fredricks et al., 2011).Given declines in student engagement across the elementary, middle, and high school years (Marks, 2000; National Research Council, 2004), there is a particular need to understand the dynamics underlying changes in engagement. In particular, Skinner, Furrer, Marchand, and Kindermann (2008) examined the internal dynamics of engagement (i.e., how the components of engagement related to each other over time) as well as how the components of engagement are related to contextual and personal factors. Although this study has important implications for understanding the internal and external factors that contribute to changes in students' engagement, the sample was relatively homogeneous and the authors examined engagement across academic contexts. In the current investigation, we replicated and expanded on Skinner et al. (2008) by exploring the internal and external dynamics of engagement for EL students (i.e., primarily Spanish-speaking) and non-EL students in a content domain (i.e., social studies).

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“…It is undeniable that academic reading can be arduous. The nature of the texts, the level of language sophistication, and the complexity of the concepts of the disciplines [6,7,[16][17][18] are some of the reasons. Moreover, further issues enhance the complication, i.e.…”

Section: Introductionmentioning

confidence: 99%

“…One of the aspects of reading engagement which concerns students' emotions in diverse classrooms contexts [25] is affective dimension. It has to do with what drives students to read and participate in various activities around reading [17]. It means to say that affective reading engagement deals with students' motivation to read as well as emotional reactions that they feel while doing the reading tasks, such as interest, boredom, happiness, sadness, and anxiety [26].…”

Section: Introductionmentioning

confidence: 99%

Affective engagement in academic reading: What EFL student teachers reveal

Yulia

Sulistyo

Cahyono

2020

IJERE

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Academic reading is an inescapable task in higher education. Due to its importance for study success, students are required to maintain their academic reading engagement. With engagement, they would be enabled to persevere and be more spirited in their reading efforts. However, not all students perceive academic reading positively, particularly in EFL learning environment where English reading is seen as something daunting. Academic reading engagement is essentially determined by a number of dimensions, one of which is affective dimension. This research aims to portray the affective dimension of the academic reading engagement among student teachers of English as a Foreign Language (EFL) in a teacher-training university in Indonesia. Eight EFL student teachers were selected from three classes of an English content course which required a lot of academic reading. These student teachers were interviewed using a semi-structured guide. The results show that many EFL student teachers’ efforts in coping with course-related reading materials were externally driven. They showed low liking for learning, demonstrated little enthusiasm, interest, enjoyment, and confidence in relation to academic reading. Also, they did not always understand the values of academic reading and text relevance for their development as teachers.

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Mediating Effects of Reading Engagement on the Reading Comprehension of Early Adolescent English Language Learners

Cited by 22 publications

References 42 publications

Examining Student Cognitive and Affective Engagement and Reading Instructional Activities: Spanish-Speaking English Learners’ Reading Profiles

Examining Student Cognitive and Affective Engagement and Reading Instructional Activities: Spanish-Speaking English Learners’ Reading Profiles

Dynamics of Engagement and Disaffection in a Social Studies Classroom Context

Affective engagement in academic reading: What EFL student teachers reveal

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