Using Motivational Tactics to Support Children with Reading Disabilities
Hilary Scruton,
John McNamara
Issue:
Volume 3, Issue 4, August 2014
Pages:
92-97
Received:
13 September 2014
Accepted:
24 September 2014
Published:
30 September 2014
Abstract: This paper presents Reading Rocks, a literacy program for children with reading disabilities. In addition to component literacy skill areas (i.e. phonics, sight word vocabulary) Reading Rocks focuses on motivational tactics aimed to promote children’s task understanding, goal setting, and monitoring. The motivational tactics adopted by the Reading Rocks program correspond with the self-regulated learning model and are applied to reading interventions. This paper reviews the theoretical underpinnings of self-regulated learning and reading disabilities and also presents illustrations and descriptions of how motivational tactics within Reading Rocks were designed.
Abstract: This paper presents Reading Rocks, a literacy program for children with reading disabilities. In addition to component literacy skill areas (i.e. phonics, sight word vocabulary) Reading Rocks focuses on motivational tactics aimed to promote children’s task understanding, goal setting, and monitoring. The motivational tactics adopted by the Reading ...
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Circle Time in Pre-School Class: A Study about Sex-Year-Old Children and Their Experiences of Participation in Two Different Circle Times
Agneta Simeonsdotter Svensson
Issue:
Volume 3, Issue 4, August 2014
Pages:
98-104
Received:
11 November 2014
Accepted:
16 November 2014
Published:
20 November 2014
Abstract: The purpose is to study children’s participation in two different circle times. The theoretical starting points consist of the socio-cultural theory and the developmental pedagogy theory. Developmental pedagogy emerged from empirical studies where there was a dynamic interplay and close cooperation between children, teachers and researchers. Data collection methods are: video recording/observation using a digital video camera and interviews with children in the form of talk about questions based on the videotaped circle time context. What are the differences between the two circle times? The study shows that children were participation to varying degree in circle activities. In circle 1 the theme was not problematized and the children did not understand the aim of the task. The children were less participation in the activity. In circle time 2 pre-school teachers try to take the content and theme a step further and arouse the children's interest. The children were participation in the activity and the theme could also further develop. Circle time 2 shows that it is possible to turn the child's spontaneous questions, play, and imagination into a learning opportunity and involve the children in the activity. This was not seen in circle time 1. Play and learning activities constitute an educational model for work in preschool classes and the circle times. In practice, the good preschool teacher with knowledge of learning plays an important role in the preschool class in promoting children's learning and development in a pleasurable way.
Abstract: The purpose is to study children’s participation in two different circle times. The theoretical starting points consist of the socio-cultural theory and the developmental pedagogy theory. Developmental pedagogy emerged from empirical studies where there was a dynamic interplay and close cooperation between children, teachers and researchers. Data c...
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