Individual Differences In Education Essay

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Recommended: Theory of reading motivation

Reading is a critical skill that provides a framework for interdisciplinary learning and success throughout one’s schooling and into adulthood. Research indicates that students who are proficient readers also tend to perform well in other domains, such as mathematics and science (Melekoglu, 2011; Valleley & Shriver, 2003). Students who have difficulty reading at the primary level will likely have low achievement outcomes as they progress to the upper grades (Fuchs, Fuchs, & Kazdan, 1999; Melekoglu, 2011). Mastering remedial reading skills becomes increasingly difficult as students move from primary to intermediate grades where the focus shifts from learning how to read to reading for the purpose of acquiring content-specific knowledge (Chall, …show more content…

(2000). The relationship between perceptions of the classroom goal structure and early adolescents' affect in school: The mediating role of coping strategies. Learning and Individual Differences, 11, 187-212.
Kreuger, E., & Braun, B. (1998). Books and buddies: Peers tutoring peers. The Reading Teacher, 52(4), 410-423.
Lee, J., & Zentall, S. S. (2012). Reading motivational differences among groups: Reading disability (RD), attention deficit hyperactivity disorder (ADHD), RD + ADHD, and typical comparison. Learning and Individual Differences, 22, 778-785. doi: 10.1016/j.lindif.2012.05.010
Lenz, B. K., & Deshler, D. D. (2004). Adolescents with learning disabilities: Revisiting the educator's enigma. In B. Y. L. Wong (Ed.), Learning about learning disabilities (pp. 535-564). San Diego, CA: Elsevier Academic Press.
Linnenbrink, E. A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology, 97, 197-213.
Logan, S., Medford, E., & Hughes, N. (2011). The importance of intrinsic motivation for high and low ability reader' reading comprehension performance. Learning and Individual Differences, 21, 124–128. …show more content…

(2007). Auswirkungen habitueller Lesemotivation auf die situative Textrepr.sentation [Effects of habitual reading motivation on the situational represention of text]. Psychologie in Erziehung und Unterricht, 54(4), 268–286.
Schiefele, U., Schaffner, E., Moller, J., & Wigfield, A. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47(4), 427-463. doi:10.1002/ RRQ.030
Schunk, D.H., Pintrich, P.R., & Meece, J.L. (2008). Motivation in education: Theory, research, and applications. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
Sideridis, G. D. (2003). On the origins of helpless behavior in students with learning disabilities: Avoidance motivation? International Journal of Educational Research, 39, 497-517.
Sideridis, G. D. (2005a). Classroom goal structures and hopelessness as predictors of day-to-day experience at school: Differences between students with and without learning disabilities. International Journal of Educational Research, 43, 308-328.
Sideridis, G. D. (2005b). Performance approach–avoidance motivation and planned behavior theory: Model stability with Greek students with and without learning disabilities. Reading and Writing Quarterly, 21, 331–359. http://dx.doi.org/10.1080/

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