Conference paper
The influence of learning styles on the motivation and engagement of students with reading difficulties
Stimulating the 'Action' as Participants in Participatory Research: Proceedings of the 3rd International Conference on Cognition, Language, and Special Education, Vol.3, pp.196-206
Annual International Conference on Cognition, Language, and Special Education Research: Stimulating the "Action" as Participants in Participatory Research, 3rd (Brisbane, Australia, 02-Dec-2005–04-Dec-2005)
Griffith University
2005
Abstract
This study seeks to identify effective reading intervention strategies and to develop a manageable co-operative learning framework that can be applied in tutoring programs for students with reading comprehension difficulties. Research consistently shows that many students with reading comprehension difficulties are assisted effectively by trained tutors. The bulk of the research literature focuses on narrative text structure; however, many students experience added difficulties when they encounter expositional texts. The research literature also highlights the need for teachers to address individual learning styles and preferences to successfully engage reluctant readers. Some researchers also suggest that the quality of a student's reading comprehension is ultimately related to the quality of their engagement with reading tasks. Learners can be helped using procedures designed to provide appropriate instructional strategies to suit their identified individual learning preferences. [Author abstract]
Details
- Title
- The influence of learning styles on the motivation and engagement of students with reading difficulties
- Authors
- Gary Woolley (Author) - University of Canberra
- Contributors
- B Bartlett (Editor)Fiona Bryer (Editor)Dick Roebuck (Editor)
- Publication details
- Stimulating the 'Action' as Participants in Participatory Research: Proceedings of the 3rd International Conference on Cognition, Language, and Special Education, Vol.3, pp.196-206
- Conference details
- Annual International Conference on Cognition, Language, and Special Education Research: Stimulating the "Action" as Participants in Participatory Research, 3rd (Brisbane, Australia, 02-Dec-2005–04-Dec-2005)
- Publisher
- Griffith University
- Date published
- 2005
- ISBN
- 1921166819
- Copyright note
- Copyright © 2005 the Author.
- Organisation Unit
- University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99449125602621
- Output Type
- Conference paper
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