Motivating Struggling Readers in an Era of Mandated Instructional Practices

Margolis, Howard; McCabe, Patrick P.

doi:10.1080/02702710600848023

Cited by 15 publications

(17 citation statements)

References 29 publications

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“…Perhaps these simple scaffolds were effective because they were easy for the tutors to use with students they did not know well and helped them build a positive and engaging motivational environment for reading challenging texts. These findings support calls for attention to motivational elements in interactional scaffolding (Belland, Kim, & Hannafin, 2013), within instructional reading curricula (Margolis & McCabe, 2006), and in complex text instruction (Sanden, 2014). Although the Common Core's text complexity standards do not address motivational scaffolding, our results suggest instruction of Common Core-style complex texts should consider motivational scaffolding to help build and sustain engagement with those texts.…”

Section: Maintaining Student Engagement Through Motivational Scaffoldingsupporting

confidence: 69%

Supporting Students Reading Complex Texts

Reynolds

Goodwin

2016

AERA Open

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The Common Core State Standards (CCSS) require students to read grade-level text with “scaffolding as needed.” The current study examines the effectiveness of interactional scaffolding, which is responsive in-person support an expert provides to a novice reader in order to support the reader’s comprehension during reading instruction, for 213 young adolescents learning within a four-lesson small-group guided-reading intervention (N = 196 instructional sessions). The intervention taught students, many of whom were reading below grade level, to use comprehension strategies as they read CCSS-style complex texts. To support student reading, tutors were encouraged to choose from a set of interactional scaffolds to contingently respond to student needs as they arose. Multilevel regression indicated that motivational scaffolding—but not vocabulary, fluency, comprehension or peer scaffolding—predicted growth on standardized reading comprehension. Implications for research and practice are discussed.

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Section: Maintaining Student Engagement Through Motivational Scaffoldingsupporting

confidence: 69%

Supporting Students Reading Complex Texts

Reynolds

Goodwin

2016

AERA Open

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“…Techniques such as planning activities at an appropriate level of difficulty, praising effort, emphasizing positive outcomes (Margolis and McCabe 2006), presenting peer and teacher models (both coping and mastery models), teaching students to set goals, providing opportunities for self-evaluation (Schunk 2003), teaching various learning strategies, and emphasizing learning rather than performance in assessment (Walker 2003) have been identified as means to increase students' academic self-efficacy. Research shows that students' goal orientation is often dependent on the goals set by others and can be manipulated based on a number of factors.…”

Section: Discussionmentioning

confidence: 99%

Academic Achievement and Depressive Symptoms in Low-Income Latino Youth

Zychinski

Polo

2011

J Child Fam Stud

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The Latino population in the United States is increasing rapidly, and Latino youth comprise a significant proportion of the overall school-age population. Latino youth, however, demonstrate lower levels of academic achievement. Research also indicates Latino youth consistently report higher levels of depressive symptoms. We examined the relation between academic achievement and depressive symptoms in Latino youth. We additionally investigated the potential mediating role of academic selfefficacy and goal-orientation as well as the moderating role of acculturative stress. Participants included 133 Latino students enrolled in fifth through seventh grade at an urban public elementary school. Students responded to items about their depressive symptoms, academic self-efficacy, academic orientation, and acculturative stress. Both indicators of academic performance were significantly correlated with depressive symptoms (report card grades r = -.26, p \ .01; standardized test scores r = -.21, p \ .05). As predicted, academic self-efficacy and a performanceavoidance orientation mediated this relationship. Although acculturative stress did not moderate the relationship between achievement and depression, hierarchical regression models revealed that this cultural/contextual variable combined with academic factors to account for 28-32% of the variance in depressive symptoms. We discuss the implications of these findings for clinical intervention and the education system within the US.

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“…In school settings such techniques have been found to increase children’s academic performance [51,52]. It is possible therefore that these techniques will also be effective for promoting other behaviors in children.…”

Section: Discussionmentioning

confidence: 99%

Predicting active school travel: The role of planned behavior and habit strength

Murtagh

Rowe

Elliott

et al. 2012

Int J Behav Nutr Phys Act

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BackgroundDespite strong support for predictive validity of the theory of planned behavior (TPB) substantial variance in both intention and behavior is unaccounted for by the model’s predictors. The present study tested the extent to which habit strength augments the predictive validity of the TPB in relation to a currently under-researched behavior that has important health implications, namely children’s active school travel.MethodParticipants (N = 126 children aged 8–9 years; 59 % males) were sampled from five elementary schools in the west of Scotland and completed questionnaire measures of all TPB constructs in relation to walking to school and both walking and car/bus use habit. Over the subsequent week, commuting steps on school journeys were measured objectively using an accelerometer. Hierarchical multiple regressions were used to test the predictive utility of the TPB and habit strength in relation to both intention and subsequent behavior.ResultsThe TPB accounted for 41 % and 10 % of the variance in intention and objectively measured behavior, respectively. Together, walking habit and car/bus habit significantly increased the proportion of explained variance in both intention and behavior by 6 %. Perceived behavioral control and both walking and car/bus habit independently predicted intention. Intention and car/bus habit independently predicted behavior.ConclusionsThe TPB significantly predicts children’s active school travel. However, habit strength augments the predictive validity of the model. The results indicate that school travel is controlled by both intentional and habitual processes. In practice, interventions could usefully decrease the habitual use of motorized transport for travel to school and increase children’s intention to walk (via increases in perceived behavioral control and walking habit, and decreases in car/bus habit). Further research is needed to identify effective strategies for changing these antecedents of children’s active school travel.

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Motivating Struggling Readers in an Era of Mandated Instructional Practices

Cited by 15 publications

References 29 publications

Supporting Students Reading Complex Texts

Supporting Students Reading Complex Texts

Academic Achievement and Depressive Symptoms in Low-Income Latino Youth

Predicting active school travel: The role of planned behavior and habit strength

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