Reading Engagement in Social Studies: Exploring the Role of a Social Studies Literacy Intervention on Reading Comprehension, Reading Self-Efficacy, and Engagement in Middle School Students with Different Language Backgrounds

One more reason to learn a new language: Testing academic self-efficacy transfer at junior high school

“…Table 1 presents the latent inter-correlations between all variables in each study, A and B. The correlations were predictably strong, but presented no threat of multi-collinearity (i.e., no r > .90; Tabachnick & Fidell, 2007). t-tests were conducted (Time1-Time2) for both studies, for each of mathematics, foreign and native language (Bonferroni adjustments undertaken).…”

“…The majority of past research in this area has been undertaken in Western contexts (notable exceptions e.g., Bong, 2001), raising questions about other educational systems. Furthermore, while substantial research has examined (Schunk & Meece, 2006;Usher & Pajares, 2008) and sought to intervene (e.g., Turner, & Lapan, 2005;Ramdass & Zimmerman, 2008;Barber, et al 2015) in adolescent students' domain specific self-efficacy, cross-domain self-efficacy research has yet to proceed further than cross-sectional examination (Bong, 2001). …”

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

“…A few studies on ELs' engagement have emerged during the last decade, but these have been limited to the impact of interventions on dimensions of reading motivation, rather than engagement (e.g., Proctor, Daley, Louick, Leider, & Gardner, 2014;Taboada & Rutherford, 2011;Taboada Barber et al, 2015) or to qualitative reports on broad aspects of engagement (e.g., Cho, Xu, & Rhodes, 2010). To our knowledge, none of these empirical accounts have explored ELs' engagement over time at the individual student level using student self-reporting, and teacher and researcher observations.…”

“…Those studies that have been conducted provide some initial insight into the engagement of ELs, but more work is needed. For instance, empirical efforts exploring ELs' reading engagement in descriptive (Taboada Barber & Buehl, 2013) and intervention studies (e.g., Preciado, Horner, & Baker, 2009;Taboada & Rutherford, 2011;Taboada Barber et al, 2015) have demonstrated that engagement plays a positive role in students' reading achievement. However, these investigations have been at the group level.…”

“…This study was part of a broader, multiyear study that explored reading comprehension and engagement in social studies for middle school students as part of a curriculum called United States History for Engaged Reading (USHER; Taboada Barber et al, 2015).…”