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Students with late emerging reading difficulties: Reading engagement, motivation, and intervention issues
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.
History
Publication title
Proceedings of the 1st Annual International Conference on Cognition, Language, and Special Education ResearchVolume
ThreeEditors
Brendan Bartlett, Fiona Bryer, and Dick RoebuckPagination
175-184Department/School
Faculty of EducationPublisher
School of Cognition, Language, and Special Education Griffith UniversityPlace of publication
Griffith UniversityEvent title
Annual International Conference on Cognition, Language, and Special Education ResearchEvent Venue
Crowne Plaza Surfers Paradise, AustraliaDate of Event (Start Date)
2003-12-05Date of Event (End Date)
2003-12-07Repository Status
- Restricted