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References De Naeghel, J., Valcke, M., De Meyer, I., Warlop, N., van Braak, J., & Van Keer, H. (2014). The role of teacher behavior in Adolescents' intrinsic reading motivation. Reading and Writing: An Interdisciplinary Journal, 27(9), 1547-1565. Guthrie, J., Wigfield, A., Barbosa, P., Perencevich, K., Taboada, A., Davis, M., Scafiddi, N., & Tonks, S. (2004). Increasing reading comprehension and engagement through concept-oriented reading instruction. Journal of Educational Psychology, 96(3), 403- 423. Guthrie, J., & Klauda, S. (2014). Effects of classroom practices on reading comprehension, engagement, and motivations for adolescents. Reading Research Quarterly, 49(4), 387-416. Guthrie, J., Klauda, S., & Ho, A. (2013). Modeling the relationships among reading instruction, motivation, engagement, and achievement for adolescents. Reading Research Quarterly, 48(1), 9-26. McGeown, S., Duncan, L., Griffiths, Y., & Stothard, S. (2015). Exploring the relationship between adolescent's reading skills, reading motivation and reading habits. Reading & Writing, 28(4), 545-569. Wolters, C., Denton, C., York, M., & Francis, D. (2014). Adolescents' motivation for reading: Group differences and relation to standardized achievement. Reading & Writing, 27(3), 503-533. Förster, N., & Souvignier, E. (2014). Learning progress assessment and goal setting: Effects on reading achievement, reading motivation and reading self-concept. Learning and Instruction, 32, 91-100.

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Page 1: Ref List 5

References

De Naeghel, J., Valcke, M., De Meyer, I., Warlop, N., van Braak, J., & Van Keer, H. (2014). The role of

teacher behavior in Adolescents' intrinsic reading motivation. Reading and Writing: An

Interdisciplinary Journal, 27(9), 1547-1565.

Guthrie, J., Wigfield, A., Barbosa, P., Perencevich, K., Taboada, A., Davis, M., Scafiddi, N., & Tonks, S.

(2004). Increasing reading comprehension and engagement through concept-oriented reading

instruction. Journal of Educational Psychology, 96(3), 403-423.

Guthrie, J., & Klauda, S. (2014). Effects of classroom practices on reading comprehension,

engagement, and motivations for adolescents. Reading Research Quarterly, 49(4), 387-416.

Guthrie, J., Klauda, S., & Ho, A. (2013). Modeling the relationships among reading instruction,

motivation, engagement, and achievement for adolescents. Reading Research Quarterly, 48(1), 9-

26.

McGeown, S., Duncan, L., Griffiths, Y., & Stothard, S. (2015). Exploring the relationship between

adolescent's reading skills, reading motivation and reading habits. Reading & Writing, 28(4), 545-

569.

Wolters, C., Denton, C., York, M., & Francis, D. (2014). Adolescents' motivation for reading: Group

differences and relation to standardized achievement. Reading & Writing, 27(3), 503-533.

Förster, N., & Souvignier, E. (2014). Learning progress assessment and goal setting: Effects on reading

achievement, reading motivation and reading self-concept. Learning and Instruction, 32, 91-100.

Lau, K. (2014). Within-year changes in Chinese secondary school students' perceived reading

instruction and intrinsic reading motivation. Journal of Research in Reading,

Lippe, M., & Weber, D. (1996). Increasing student intrinsic reading motivation.

Ng, M. M., National Reading, R. C., National Reading, R. C., & Others, A. (1996). How do classroom

characteristics influence intrinsic motivations for literacy? reading research report no. 56

Page 2: Ref List 5

Proctor, C. P., Daley, S., Louick, R., Leider, C. M., & Gardner, G. L. (2014). How motivation and

engagement predict reading comprehension among native English-speaking and English-learning

middle school students with disabilities in a remedial reading curriculum. Learning and Individual

Differences, 36, 76-83.

Zhou, H., & Salili, F. (2008). Intrinsic reading motivation of Chinese preschoolers and its relationships

with home literacy. International Journal of Psychology, 43(5), 912-916.