Literaturnachweis - Detailanzeige
| Autor/in | Miller, Samuel D. |
|---|---|
| Titel | How High- and Low-Challenge Tasks Affect Motivation and Learning: Implications for Struggling Learners. |
| Quelle | In: Reading and Writing Quarterly: Overcoming Learning Difficulties, 19 (2003) 1, S.39-57Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 1057-3569 |
| Schlagwörter | Class Activities; Critical Thinking; Elementary Education; Intervention; Reading Difficulties; Reading Instruction; Student Motivation; Writing Instruction |
| Abstract | Describes how most reading and writing assignments do not require the demonstration of sophisticated cognitive, social, or self-regulation skills. Describes an intervention study addressing this issue, in which students read and wrote complex prose, offered feedback to classmates, and monitored their learning progress. Focuses on how these new expectations influenced student motivation and learning and the implications of these findings for struggling readers and writers. (SG) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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