Adolescent Readers' Perceptions of Remedial Reading Classes: A Case Study

Autor/inn/en	Donalson, Kathleen; Halsey, Pamela
Titel	Adolescent Readers' Perceptions of Remedial Reading Classes: A Case Study
Quelle	In: Reading Improvement, 57 (2020) 4, S.187-196 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0510
Schlagwörter	Remedial Reading; Adolescents; Reading Difficulties; Grade 8; Reading Attitudes; Adolescent Attitudes; Middle School Students; Self Concept; Reading Ability; Program Attitudes; Reading Programs + Suchen Sie Ihr Suchwort? Leseförderung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Reading difficulty; Leseschwierigkeit; School year 08; 8. Schuljahr; Schuljahr 08; Reading behavior; Rading behaviour; Leseverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Selbstkonzept; Reading competence; Lesekompetenz
Abstract	The high stakes consequences resulting from an emphasis on standardized test scores can be detrimental to adolescent readers' perceptions of themselves as readers. A single measure of reading ability provides only a small picture of what students can accomplish and what their learning needs are. This case study provides a keen insight into adolescent readers' perceptions of remedial reading classes. Struggling adolescent readers have an array of negative emotions about literacy. Engagement in reading is directly related to reader motivation (Schraw & Bruning, 1999). According to Beers (1998), unmotivated readers have negative feelings about readers and they do not identify themselves as readers; they see reading typically as functional and approach reading as a set of skills at the word level. (As Provided).
Anmerkungen	Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: https://projectinnovation.com/reading-improvement
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01