Conference paper
The use of praise and academic feedback for students with reading difficulties
Educating: Weaving Research into Practice, Volume 2. Proceedings of the 2nd International Conference on Cognition, Language and Special Education, Vol.3, pp.255-264
Annual International Conference on Cognition, Language, and Special Education Research, 2nd (Brisbane, Australia, 03-Dec-2004–05-Dec-2004)
Griffith University
2004
Abstract
This study identifies characteristics of students with learning difficulties in literacy. Many students with poor literacy skills are unmotivated and have poor academic self-concepts. They often use ineffective reading strategies and do not self-monitor and reflect upon their own learning. Several Australian studies have shown that the majority of students with poor literacy skills identified after year four will continue to experience ongoing reading problems later in primary school and throughout high school despite having been included in literacy intervention programs. The study reviews a number of theoretical perspectives related to academic selfconcept and academic achievement in reading. It focuses on the effectiveness of praise and academic feedback to foster self-regulated learning in the middle and upper years of primary school. It identifies some effective methods and teaching strategies that promote positive academic achievement and positive self-efficacy beliefs. Strategies can be drawn from research and theory and applied to teaching practice. In particular, praise and academic feedback can enhance the reading performance of underachieving students with literacy difficulties in the middle and upper primary school.
Details
- Title
- The use of praise and academic feedback for students with reading difficulties
- Authors
- Gary Woolley (Author) - Griffith University
- Contributors
- B Bartlett (Editor)F Bryer (Editor)D Roebuck (Editor)
- Publication details
- Educating: Weaving Research into Practice, Volume 2. Proceedings of the 2nd International Conference on Cognition, Language and Special Education, Vol.3, pp.255-264
- Conference details
- Annual International Conference on Cognition, Language, and Special Education Research, 2nd (Brisbane, Australia, 03-Dec-2004–05-Dec-2004)
- Publisher
- Griffith University
- Date published
- 2004
- ISBN
- 9781921166044
- Copyright note
- Copyright © 2004 the author.
- Organisation Unit
- University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99449226402621
- Output Type
- Conference paper
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