Students with late emerging reading difficulties: reading engagement, motivation, and intervention issues

Gary Woolley; I Hay

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Students with late emerging reading difficulties: reading engagement, motivation, and intervention issues

Conference paper

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Students with late emerging reading difficulties: reading engagement, motivation, and intervention issues

Gary Woolley and I Hay

Reimagining Practice: Researching Change: Proceedings of the 1st International Conference on Cognition, Language and Special Education, Vol.3, pp.175-184

International Conference on Cognition, Language and Special Education: Reimagining Practice: Researching Change, 1st (Surfers Paradise, Australia, 05-Dec-2003–07-Dec-2003)

Griffith University

2003

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Abstract

Education Systems

Curriculum and Pedagogy

Specialist Studies in Education

late emerging reading difficulties

This paper investigates the needs of students with late emerging reading difficulties focusing on the motivation requirements of these students. It is argued that educators need to enhance the readers' sense of self-worth and competence by providing materials and a learning environment that is challenging yet manageable. Because students with reading difficulties experience failure over a considerable period of time and have formed negative reading self-concepts, lower expectations, and a decreased incentive to try, this paper outlines suggestions on how teachers can better understand and address these problems, based on the authors' research using tutoring programs for students with reading and comprehension difficulties.

Details

Title: Students with late emerging reading difficulties: reading engagement, motivation, and intervention issues
Authors: Gary Woolley (Author) - University of Canberra
I Hay (Author) - Griffith University
Contributors: Brendan J Bartlett (Editor)
Fiona K Bryer (Editor)
Richard Roebuck (Editor)
Publication details: Reimagining Practice: Researching Change: Proceedings of the 1st International Conference on Cognition, Language and Special Education, Vol.3, pp.175-184
Conference details: International Conference on Cognition, Language and Special Education: Reimagining Practice: Researching Change, 1st (Surfers Paradise, Australia, 05-Dec-2003–07-Dec-2003)
Publisher: Griffith University
Date published: 2003
ISBN: 090929167X
Organisation Unit: University of the Sunshine Coast, Queensland
Language: English
Record Identifier: 99449400002621
Output Type: Conference paper

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