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Full-Text Articles in Education
The Effect Of A Self-Regulated Intervention On Vocabulary Knowledge And Self-Regulated Learning Skills For English Language Learners, Qizhen Deng, Guy Trainin
The Effect Of A Self-Regulated Intervention On Vocabulary Knowledge And Self-Regulated Learning Skills For English Language Learners, Qizhen Deng, Guy Trainin
Literacy, Language, and Culture Faculty Publications and Presentations
English language learners (ELLs) lack academic vocabulary knowledge, an essential component that explains much of the persistent achievement gap between students who start schools as ELLs and their monolingual peers. This single-subject experimental design study addressed this issue by focusing on self-regulated vocabulary learning that helps ELLs become effective and independent word learners. Nine upper elementary ELLs participated in an intervention for 16 sessions, with about 35 minutes per session. The intervention included the instruction of task-specific cognitive strategies (i.e., morphological and contextual analyses) and metacognitive strategies (i.e., goal-setting and monitoring) in authentic reading texts in social studies. Results indicated …
A Validation Program For The Self-Beliefs, Writing-Beliefs, And Attitude Survey: A Measure Of Adolescents' Motivation Toward Writing, Katherine Landau Wright, Tracey S. Hodges, Erin M. Mctigue
A Validation Program For The Self-Beliefs, Writing-Beliefs, And Attitude Survey: A Measure Of Adolescents' Motivation Toward Writing, Katherine Landau Wright, Tracey S. Hodges, Erin M. Mctigue
Literacy, Language, and Culture Faculty Publications and Presentations
Recent findings reveal clear evidence that students’ low performance on writing tasks is often related to problems with motivation. Writing curriculum and interventions produce varying effects on adolescents’ writing outcomes, and such variations may be mediated by motivation. However, without a valid tool for measuring students’ motivation towards writing, these effects cannot be quantified. In this study we present the results of our multi-study validation program for the Self-Beliefs, Writing-Beliefs, and Attitude Survey (SWAS). This measure is designed for monitoring students' motivation towards writing, as well as identifying variables that mediate student achievement. We first addressed substantive validation through a …