Improving literacy engagement: enablers, challenges and catering for students from disadvantaged backgrounds

被引：8

作者：

Ng, Clarence ^{[1
]}

Graham, Steve ^{[2
,3
]}

机构：

[1] Australian Catholic Univ, Inst Learning Sci & Teacher Educ, Learning & Learners Concentrat, Sydney, NSW, Australia

[2] Arizona State Univ, Mary Lou Fulton Teachers Coll, Tempe, AZ 85287 USA

[3] Australian Catholic Univ, Inst Learning Sci & Teacher Educ, Sydney, NSW, Australia

来源：

JOURNAL OF RESEARCH IN READING | 2018年 / 41卷 / 04期

关键词：

literacy learning; reading; writing; engagement; motivation; INDIVIDUAL-DIFFERENCES; MOTIVATION; COMPREHENSION; KNOWLEDGE; MODEL;

D O I：

10.1111/1467-9817.12252

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Engagement is critical to students' growth as readers and writers as well as to their voluntary and continued use of literacy skills to meet future demands in a wide array of contexts both in and outside of school. This special issue focuses on the role of engagement in literacy as well as enabling factors, conditions and processes that promote such engagement, particularly for students who are disadvantaged. Six studies are presented that examine literacy engagement and/or one or more factors that promote literacy engagement and performance.

引用

页码：615 / 624

页数：10

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