Examining Student Cognitive and Affective Engagement and Reading Instructional Activities: Spanish-Speaking English Learners' Reading Profiles
Document Type
Article
Publication Date
5-4-2016
Publication Title
Literacy Research and Instruction
Volume
55
Issue
3
First page number:
209
Last page number:
236
Abstract
Recent research has emphasized the key role of engagement in helping students succeed in school and beyond. Given the academic struggles that many English learners (ELs) face as they transition to middle school, exploring the facets of engagement in middle school ELs is needed. We established reader profiles for eight sixth grade Hispanic ELs and examined the relationship between these students’ profiles and their engagement using teacher-, student-, and observer-reported data. We further examined the observer data (i.e., coded video) to determine if there were differences in individual students’ cognitive and affective engagement in four different reading activities. We found that, although engagement in the different activities varied by student, guided reading seemed to be the most engaging activity for most of the ELs in the study
Repository Citation
Taboada Barber, A.,
Gallagher, M.,
Smith, P.,
Buehl, M. M.,
Beck, J. S.
(2016).
Examining Student Cognitive and Affective Engagement and Reading Instructional Activities: Spanish-Speaking English Learners' Reading Profiles.
Literacy Research and Instruction, 55(3),
209-236.
http://dx.doi.org/10.1080/19388071.2016.1167987