Using Motivational Tactics to Support Children with Reading Disabilities
International Journal of Elementary Education
Volume 3, Issue 4, August 2014, Pages: 92-97
Received: Sep. 13, 2014; Accepted: Sep. 24, 2014; Published: Sep. 30, 2014
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Authors
Hilary Scruton, Child and Youth Studies, Brock University, St. Catharines, Ontario, Canada
John McNamara, Child and Youth Studies, Brock University, St. Catharines, Ontario, Canada
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Abstract
This paper presents Reading Rocks, a literacy program for children with reading disabilities. In addition to component literacy skill areas (i.e. phonics, sight word vocabulary) Reading Rocks focuses on motivational tactics aimed to promote children’s task understanding, goal setting, and monitoring. The motivational tactics adopted by the Reading Rocks program correspond with the self-regulated learning model and are applied to reading interventions. This paper reviews the theoretical underpinnings of self-regulated learning and reading disabilities and also presents illustrations and descriptions of how motivational tactics within Reading Rocks were designed.
Keywords
Learning Disabilities, Motivation, Literacy
To cite this article
Hilary Scruton, John McNamara, Using Motivational Tactics to Support Children with Reading Disabilities, International Journal of Elementary Education. Vol. 3, No. 4, 2014, pp. 92-97. doi: 10.11648/j.ijeedu.20140304.11
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