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ERIC Number: EJ1280296
Record Type: Journal
Publication Date: 2021-Jan
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1053-4512
EISSN: N/A
Motivating Students with Learning Disabilities to Read
Wei, Yan; Spear-Swerling, Louise; Mercurio, Mia
Intervention in School and Clinic, v56 n3 p155-162 Jan 2021
Students may lack the motivation to read for many reasons, including inadequate access to interesting texts, limited encouragement to read for pleasure from adults, instructional practices that do not foster engagement in learning, or a history of reading failure. This article focuses on students with reading disabilities who may have a long-standing dislike of reading born of repeated negative experiences with learning to read. Motivating these students to read for pleasure may seem like an unattainable goal. However, past difficulties in reading do not necessarily mean that children will dislike reading forever. In conjunction with appropriate academic interventions, student interest in reading might be improved by motivational interventions aligned with a theoretical framework discussed in this article: (1) choosing interesting texts to read; (2) stimulating knowledge-based interest; and (3) enhancing task-based interest.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A