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Full-Text Articles in Education
Creating Authentic Literacy Tasks Influences Children's Engagement And Motivation, Carly Rothfusz
Creating Authentic Literacy Tasks Influences Children's Engagement And Motivation, Carly Rothfusz
Innovations and Critical Issues in Teaching and Learning
The academic task assigned to students often dictates what the student will learn, and it plays a vital role of student’s motivation and engagement of learning (Turner & Paris, 1995). Thus, the creation and usage of authentic literacy tasks is critical for students’ learning (Parsons, Malloy, Parsons, & Burrowbridge, 2015). There are three types of motivation to consider: intrinsic motivation, extrinsic motivation, and autonomous motivation. The use of authenticity, student choice, collaboration, and challenge are all components within a task that can promote student engagement and motivation. Project-Based Learning (PBL) is another way to bring in authenticity. Project-based instruction allows …
The Power Of Workshop, Stephanie Nagl
The Power Of Workshop, Stephanie Nagl
Networks: An Online Journal for Teacher Research
This action research explores the use of Readers’-Writers’ Workshop (RWW) in the secondary English classroom. RWW often requires a paradigm shift on the part of the teacher to allow for more student autonomy and limiting direct instruction time. The researcher sought to discover whether or not this model would impact the engagement level and the attitudes toward reading of high school seniors. Findings suggest RWW can be an effective tool for engaging students, as well as, helping students to develop positive attitudes with reading practices.
Sparking Reading Engagement Through Tablets: An Early Intervention Reading Program And Parent Workshop For Tablets At Home, Rochelle Tkach, Tiffany L. Gallagher
Sparking Reading Engagement Through Tablets: An Early Intervention Reading Program And Parent Workshop For Tablets At Home, Rochelle Tkach, Tiffany L. Gallagher
Reading Horizons: A Journal of Literacy and Language Arts
Research on this intervention program aimed to address whether digital technology (i.e., apps on tablets) contributes to struggling early readers’ (4–6 years old) on-task behavior and level of engagement while learning prerequisite emergent literacy skills (e.g., phonemic awareness, phonics, word recognition and decoding). The research also investigated whether parents/guardians of these students garner new knowledge about the potential of using multimodal applications to support their children’s literacy learning. Students struggling with early literacy worked one on one with a tutor alternating between activities on and off the tablet. Data were collected from two iterations of this program in the winter …