On the effects of motivation on reading performance growth in secondary school

Retelsdorf, Jan; Köller, Olaf; Möller, Jens

doi:10.1016/j.learninstruc.2010.11.001

Cited by 184 publications

(156 citation statements)

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“…El objetivo principal de este trabajo es describir el perfil lector del estudiante de educación secundaria de la República Dominicana, considerando la competencia lectora, la fluidez y el comportamiento lector; tres variables que diversos autores (Guthrie, Klauda, & Ho, 2013;Retelsdorf, Köller, & Möller, 2011); y estudios internacionales, como el del Programa Internacional de Evaluación de los Alumnos (PISA por su sigla en inglés), de la Organización para la Cooperación y el Desarrollo Económico (OECD, por su sigla en Inglés); han relacionado.…”

Section: Introductionunclassified

Perfil lector de los estudiantes de Secundaria de la República Dominicana

Amiama-Espaillat

Ruíz

2017

cyed

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Resumen 12La Educación Secundaria en la República Dominicana se puede convertir en un obstáculo para que sus ciudadanos se inserten de forma competitiva en la economía global, y tengan, en general, una vida de bienestar personal. La lectura es un requisito imprescindible para asegurar el desarrollo de las personas y la igualdad de oportunidades. Partiendo de esa mirada, fue pensada y realizada esta investigación, la cual, describe el perfil lector del estudiante de secundaria y propone orientaciones para su mejora. Para la misma, se tomó una muestra de 382 estudiantes a nivel nacional, y se aplicaron tres instrumentos: ColeP, basado en los textos liberados de PISA; Escala de Fluidez Lectora Adaptada, y un cuestionario de Práctica Lectora. El resultado principal es que un mínimo porcentaje de los estudiantes son considerados "lectores", de los cuáles, la mayoría pertenece al sector privado, a pesar que casi todos los estudiantes del sector público tienen acceso a recursos tecnológicos y han realizado, al menos, un curso del nivel inicial, lo que hace necesario repensar las estrategias de intervención focalizando las características de cada centro educativo.Palabras clave: Competencia lectora; educación secundaria; fluidez lectora; práctica de lectura.1. Pontificia Universidad Católica Madre y Maestra (PUCMM). ORCID: 0000-0002-8222-1. cm.amiama@ce.pucmm.edu.do 2. Universidad de Sevilla (http://orcid.org/0000-0001-7101-044X). crismayr@us.es AbstractSecondary Education in the Dominican Republic can become an obstacle for its citizens to be inserted competitively in the global economy and have a life of personal well-being. Reading is an essential requirement to ensure the development of people for reaching equal opportunities. This research describes the reading profile of the secondary student and proposes guidelines for improvement. With a sample of 382 students at the national level, three instruments were applied: ColeP, based on the texts released from PISA, Adapted Reading Fluency Scale and a Reader Practice questionnaire. A minimum percentage of the participants is considered as "readers"; the majority attends the private sector, although almost all students in the public sector have access to technological resources and have completed at least one course at the initial level. It is necessary to rethink the intervention strategies focusing on the characteristics of each educational center.

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Section: Introductionunclassified

Perfil lector de los estudiantes de Secundaria de la República Dominicana

Amiama-Espaillat

Ruíz

2017

cyed

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“…La motivación intrínseca se relaciona positiva y significativamente con la comprensión, lo que no ocurre con la motivación extrínseca que se relaciona negativamente o no se relaciona (Andressen y Bräten, 2010;Becker, McElvany y Kortenbruck, 2010;Retelsdorf, Köller y Möller, 2011). Estos resultados se confirman incluso cuando se controlan variables como competencia lectora, habilidad verbal o habilidades de decodificación (Retelsdorf et al, 2011;Wang y Guthrie, 2004).…”

Section: Variables Afectivo-motivacionalesunclassified

“…Estos resultados se confirman incluso cuando se controlan variables como competencia lectora, habilidad verbal o habilidades de decodificación (Retelsdorf et al, 2011;Wang y Guthrie, 2004). Sin embargo, en investigaciones realizadas con niños pequeños (hasta 3º de Educación Primaria) los resultados son contradictorios.…”

Section: Variables Afectivo-motivacionalesunclassified

“…Las variables específicas de motivación hacia la lectura son igualmente predictoras de las cuatro variables compresión literal, inferencial, total y la estructura del texto, en la línea de diferentes trabajos anteriores (Andressen y Braten, 2010;Becker et al, 2010;Retelsdorf et al, 2011). El autoconcepto hacia la lectura es el que presenta mayor poder predictivo en los cuatro casos.…”

Section: Poder Predictivo De Las Distintas Variables Y El Nivel De Counclassified

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La mejora de la comprensión lectora a través de modelos interactivos de lectura

Segovia¹

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“…Studies conducted by Blackwell et al (2007) and Dweck and Leggett (1988) contend that this sort of achievement-oriented feedback reinforces a static rather than incremental theory of intelligence or ability. In doing so, students who do not perform up to standards often adopt a negative self-concept, which results in a decline in motivation and subsequent achievement (Bråten & Strømsø, 2004;Brown, Harris, & Harnett, 2012;Dupeyrat & Mariné, 2005;Retelsdorf, Köller, & Möller, 2011;Russell, 2008). In this context, participants recognized the importance of investing in and communicating positively to their students about growth.…”

Section: Pedagogy and Structures That Challenge Traditional Conceptiomentioning

confidence: 99%

Understanding the school environments that engage and motivate young adolescents

Deitch¹

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This study used a phenomenological study design to better understand the influence of school environments and structures upon student engagement. Data were collected using semi-structured interviews and researcher memos, and analyzed using the methods established by the design model of Interpretative Phenomenological Analysis (IPA). The study focused understanding teacher perceptions and understandings of student engagement and the practices and structures that engender it. Participants included eight members of a middle school faculty from a small, urban, independent school located on the Upper West Side of New York City. This study used stage-environment fit and positive youth development to help answer the following question: How do middle level teachers in a small, urban, independent school understand the role of the environment in fostering student engagement and motivation?Secondary questions focused specifically on the way these participants defined and understood student engagement and strategies and structures that foster student engagement.Findings from this study reinforce previous research findings demonstrating a lack of fit between the unique needs of young adolescents and the structures and environments of traditional secondary schools. The study makes an important contribution to the literature in its assessment that those working with young adolescents must first unlearn the traditional perceptions of secondary education. Findings suggest that environments and strategies that most effectively engage young adolescents (1) promote close relationships between teachers and students built on trust and care, (2) value the voices and identities of every individual student, and (3) stand in contrast to the traditional conceptions of middle school educations.Recommendations include establishing curricula that offer the opportunity to value and capitalize on student voice and autonomy, hiring and retaining diverse faculty who put the needs 3 of their students first, and re-evaluating the traditional practices of instruction and assessment almost universally employed in middle level education.

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On the effects of motivation on reading performance growth in secondary school

Cited by 184 publications

References 43 publications

Perfil lector de los estudiantes de Secundaria de la República Dominicana

Perfil lector de los estudiantes de Secundaria de la República Dominicana

La mejora de la comprensión lectora a través de modelos interactivos de lectura

Understanding the school environments that engage and motivate young adolescents

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