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dc.contributor.authorNg, Chi-Hungen_US
dc.contributor.authorWyatt-Smith, Claireen_US
dc.contributor.authorBartlett, Brendanen_US
dc.date.accessioned2017-05-03T15:06:48Z
dc.date.available2017-05-03T15:06:48Z
dc.date.issued2011en_US
dc.date.modified2012-09-02T23:09:19Z
dc.identifier.urihttp://hdl.handle.net/10072/43854
dc.description.abstractRecent international and national testing results in Australia indicate that disadvantaged students from culturally, linguistically and socioeconomically disadvantaged backgrounds remain disproportionally represented among those who fail to attain the minimum benchmark in reading and other literacy assessments. However, international studies on reading motivation and engagement have seldom specifically taken disadvantaged students as a focus and have paid little attention to the contextual influences. Within Australia, different groups of disadvantaged students learn to read (and to avoid reading) within different academic, cultural, socioeconomic and physical constraints/affordances. Simply attributing low reading achievement to a lack of engagement motivation such as a lack of intrinsic reading interest does not provide us with a full picture as to why diverse groups of disadvantaged students avoid reading. This paper provides a summary of current research on reading motivation and explains the design of a longitudinal mixed-methods project that looks into why, how and under what circumstances selected students engaged in or disengaged from classroom reading over four years. Rogoff's (1995) three planes of analysis was adopted to construct a theoretical framework for researching and analysing reading motivation and engagement within the dynamic interplay of individual, social and classroom contexts in the four studies within this project-multiple case study, longitudinal survey, classroom observation, and partnership model for development. This paper delineates the relationship between these four studies and explains how they cumulatively develop a systematic knowledge base for understanding reading engagement of disadvantaged students and developing innovative practice for promoting reading for these students.en_US
dc.description.publicationstatusYesen_US
dc.languageEnglishen_US
dc.language.isoen_US
dc.publisherIAFORen_US
dc.publisher.placeOsakaen_US
dc.publisher.urihttp://iafor.org/ace_proceedings.htmlen_US
dc.relation.ispartofstudentpublicationNen_US
dc.relation.ispartofconferencenameAsian Conference on Educationen_US
dc.relation.ispartofconferencetitleProgram Book of Asian Conference on Educationen_US
dc.relation.ispartofdatefrom2011-10-27en_US
dc.relation.ispartofdateto2011-10-29en_US
dc.relation.ispartoflocationOsaka, Japanen_US
dc.rights.retentionYen_US
dc.subject.fieldofresearchSpecialist Studies in Education not elsewhere classifieden_US
dc.subject.fieldofresearchcode130399en_US
dc.titleDesigning longitudinal mixed-methods research to investigate reading engagement and disengagement among disadvantaged students in Australia.en_US
dc.typeConference outputen_US
dc.type.descriptionE3 - Conference Publications (Extract Paper)en_US
dc.type.codeE - Conference Publicationsen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2011
gro.hasfulltextNo Full Text


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    Contains papers delivered by Griffith authors at national and international conferences.

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