Calibration of Reading Self-efficacy Beliefs of Students with Reading Disabilities
Author | : Melissa Mickelson |
Publisher | : |
Total Pages | : 88 |
Release | : 2007 |
Genre | : Reading, Psychology of |
ISBN | : |
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Author | : Melissa Mickelson |
Publisher | : |
Total Pages | : 88 |
Release | : 2007 |
Genre | : Reading, Psychology of |
ISBN | : |
Author | : Tamara E. Molitch-Hou |
Publisher | : |
Total Pages | : |
Release | : 2003 |
Genre | : |
ISBN | : |
ABSTRACT: Results from the current research study comparing self-perception of reading comprehension skills in upper elementary students with and without learning disabilities are discussed. Findings suggest that there are significant differences in calibration levels for students of different achievement levels. Students of higher achievement demonstrate better calibration, than those of lower reading ability. Additionally, typical students demonstrate better calibration than do students with learning disabilities. Implications for instruction and intervention based on these results are described.
Author | : Andrew J. Martin |
Publisher | : Routledge |
Total Pages | : 748 |
Release | : 2020-02-18 |
Genre | : Education |
ISBN | : 1351586742 |
Handbook of Educational Psychology and Students with Special Needs provides educational and psychological researchers, practitioners, policy-makers, and graduate students with critical expertise on the factors and processes relevant to learning for students with special needs. This includes students with attention-deficit/hyperactivity disorder, other executive function difficulties, behavior and emotional disorders, autism spectrum disorder, intellectual disabilities, learning disabilities, dyslexia, language and communication difficulties, physical and sensory disabilities, and more. With the bulk of educational psychology focused on "mainstream" or "typically developing" learners, relatively little educational psychology theory, research, measurement, or practice has attended to students with "special needs." As clearly demonstrated in this book, the factors and processes studied within educational psychology—motivation and engagement, cognition and neuroscience, social-emotional development, instruction, home and school environments, and more—are vital to all learners, especially those at risk or disabled. Integrating guidance from the DSM-5 by the American Psychiatric Association and the International Classification of Diseases (ICD-10) by the World Health Organization, this book synthesizes and builds on existing interdisciplinary research to establish a comprehensive case for effective psycho-educational theory, research, and practice that address learners with special needs. Twenty-seven chapters by experts in the field are structured into three parts on diverse special needs categories, perspectives from major educational psychology theories, and constructs relevant to special needs learning, development, and knowledge building.
Author | : Tim Urdan |
Publisher | : IAP |
Total Pages | : 379 |
Release | : 2006-02-01 |
Genre | : Education |
ISBN | : 1607527502 |
The introduction of the psychological construct of self-efficacy is widely acknowledged as one of the most important developments in the history of psychology. Today, it is simply not possible to explain phenomena such as human motivation, learning, self-regulation, and accomplishment without discussing the role played by self-efficacy beliefs. In this, the fifth volume of our series on adolescence and education, we focus on the self-efficacy beliefs of adolescents. We are proud and fortunate to be able to bring together the most prominent voices in the study of self-efficacy, including that of the Father of Social Cognitive Theory and of self-efficacy, Professor Albert Bandura. It is our hope, and our expectation, that this volume will become required reading for all students and scholars in the areas of adolescence and of motivation and, of course, for all who play a pivotal role in the education and care of youth.
Author | : Steve Graham |
Publisher | : Frontiers Media SA |
Total Pages | : 267 |
Release | : 2024-06-21 |
Genre | : Science |
ISBN | : 283254441X |
The study of students’ motivational beliefs about writing and how such beliefs influence writing has increased since the publication of John Hays’ 1996 model of writing. This model emphasized that writers’ motivational beliefs influence how and what they write. Likewise, increased attention has been devoted in recent years to how teachers’ motivational beliefs about writing, especially their efficacy to teach writing, impact how writing is taught and how students’ progress as writers. As a result, there is a need to bring together, in a Research Topic, studies that examine the role and influence of writing beliefs. Historically, the psychological study of writing has focused on what students’ write or the processes they apply when writing. Equally important, but investigated less often, are studies examining how writing is taught and how teachers’ efforts contribute to students’ writing. What has been less prominent in the psychological study of writing are the underlying motivational beliefs that drive (or inhibit) students’ writing or serve as catalysts for teachers’ actions in the classroom when teaching writing. This Research Topic will bring together studies that examine both students’ and teachers’ motivational beliefs about teaching writing. This will include studies examining the operation of such beliefs, how they develop, cognitive and affective correlates, how writing motivational beliefs can be fostered, and how they are related to students’ writing achievement. By focusing on both students’ and teachers’ beliefs, the Research Topic will provide a more nuanced and broader picture of the role of motivation beliefs in writing and writing instruction. This Research Topic includes papers that address students’ motivational beliefs about writing, teachers’ motivational beliefs about writing or teaching writing. Students’ motivational beliefs about writing include: • beliefs about the value and utility of writing, • writing competence, • attitudes toward writing, • goal orientation, • motives for writing, • identity, • epistemological underpinnings writing, • and attributions for success/failure (as examples). Teacher motivational include these same judgements as well as beliefs about their preparation and their students’ competence and progress as writers (to provide additional examples). This Research Topic is interested in papers that examine how such beliefs operate, develop, are related to other cognitive and affective variables, how they are impacted by instruction, and how they are related to students’ writing performance. Submitted studies can include original research (both quantitative, qualitative, or mixed-methods), meta-analysis, and reviews of the literature.
Author | : Gary Woolley |
Publisher | : Springer Science & Business Media |
Total Pages | : 267 |
Release | : 2011-05-21 |
Genre | : Education |
ISBN | : 9400711743 |
Reading Comprehension: Assisting Children with Learning Difficulties examines the complex nature of reading comprehension. It introduces a model for classifying reading comprehension based on an expanded Simple View of Reading. Issues related to assessment, diagnosis, and remediation of reading comprehension difficulties are discussed and translated into clear recommendations to inform reading intervention design and practice. It gives an informed understanding as to why reading comprehension is difficult for some children with learning disabilities such as ADHD, autism, language difficulties and dyslexia. From leading literacy research, the book develops a deeper understanding of thinking processes that facilitate comprehension at the word, discourse, and metacognitive levels. Children will benefit from the introduction of evidence-based methods for teaching reading comprehension using structured multiple-strategy frameworks.
Author | : Tracy L. Price |
Publisher | : |
Total Pages | : 63 |
Release | : 2006 |
Genre | : |
ISBN | : |
This study explored the relationship of epistemological beliefs, academic self-efficacy, and passage comprehension. Seventy-five community college students were asked to complete a series of in-class questionnaires, these students were asked to be as honest as possible to enhance future teaching styles. The final sample consisted of fifty-three students. Nothing of statically significance was found. Student participation and cooperation are in question, as well as the psychometricity of the measures themselves. Thus, the results are inconclusive and do not give support for the hypotheses. It is advised for future research that the sample size be enlarged, a longer reading passage be selected and a other measures be utilized.
Author | : Christopher J. Lemons |
Publisher | : Routledge |
Total Pages | : 388 |
Release | : 2022-04-24 |
Genre | : Education |
ISBN | : 1000555674 |
Divided into two volumes, the Handbook of Special Education Research provides a comprehensive overview of critical issues in special education research. Volume II addresses research-based practices, offering a deep dive into tiered systems of support and advances in interventions and assessments, as well as socially, emotionally, culturally, and linguistically relevant practices. Each chapter features considerations for future research and implications for fostering continuous improvement and innovation. Essential reading for researchers and students of special education, this handbook brings together diverse and complementary perspectives to help move the field forward.
Author | : Larry G. Daniel |
Publisher | : IAP |
Total Pages | : 121 |
Release | : 2018-08-01 |
Genre | : Education |
ISBN | : 1641133880 |
Middle Grades Research Journal (MGRJ) is a refereed, peer reviewed journal that publishes original studies providing both empirical and theoretical frameworks that focus on middle grades education. A variety of articles are published quarterly in March, June, September, and December of each volume year.
Author | : Thomas E. Scruggs |
Publisher | : Emerald Group Publishing |
Total Pages | : 343 |
Release | : 2008-05-19 |
Genre | : Education |
ISBN | : 1597492744 |
Advances in knowledge of effective strategies for the treatment of learning and behavioral disabilities are of little use without highly trained and effective personnel to implement these strategies. This volume discusses a wide range of important issues in the preparation of those personnel.