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.
| Published in | International Journal of Elementary Education (Volume 3, Issue 4) |
| DOI | 10.11648/j.ijeedu.20140304.11 |
| Page(s) | 92-97 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2014. Published by Science Publishing Group |
Learning Disabilities, Motivation, Literacy
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APA Style
Hilary Scruton, John McNamara. (2014). Using Motivational Tactics to Support Children with Reading Disabilities. International Journal of Elementary Education, 3(4), 92-97. https://doi.org/10.11648/j.ijeedu.20140304.11
ACS Style
Hilary Scruton; John McNamara. Using Motivational Tactics to Support Children with Reading Disabilities. Int. J. Elem. Educ. 2014, 3(4), 92-97. doi: 10.11648/j.ijeedu.20140304.11
AMA Style
Hilary Scruton, John McNamara. Using Motivational Tactics to Support Children with Reading Disabilities. Int J Elem Educ. 2014;3(4):92-97. doi: 10.11648/j.ijeedu.20140304.11
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Download@article{10.11648/j.ijeedu.20140304.11,
author = {Hilary Scruton and John McNamara},
title = {Using Motivational Tactics to Support Children with Reading Disabilities},
journal = {International Journal of Elementary Education},
volume = {3},
number = {4},
pages = {92-97},
doi = {10.11648/j.ijeedu.20140304.11},
url = {https://doi.org/10.11648/j.ijeedu.20140304.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20140304.11},
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.},
year = {2014}
}
TY - JOUR T1 - Using Motivational Tactics to Support Children with Reading Disabilities AU - Hilary Scruton AU - John McNamara Y1 - 2014/09/30 PY - 2014 N1 - https://doi.org/10.11648/j.ijeedu.20140304.11 DO - 10.11648/j.ijeedu.20140304.11 T2 - International Journal of Elementary Education JF - International Journal of Elementary Education JO - International Journal of Elementary Education SP - 92 EP - 97 PB - Science Publishing Group SN - 2328-7640 UR - https://doi.org/10.11648/j.ijeedu.20140304.11 AB - 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. VL - 3 IS - 4 ER -
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