Sustained Feelings of Success and Agency: Keys to Literacy Motivation among Adolescents with Learning Disabilities

References

• Adams, G. R., & Marshall, S. K. (1996). A developmental social psychology of identity: Understanding the person in-context. Journal of Adolescence, 19, 429–442. doi:10.1006/jado.1996.0041
   PubMed Web of Science ®Google Scholar
• Anderman, L. H., & Anderman, E. M. (1999). Social predictors of changes in students’ achievement goal orientations. Contemporary Educational Psychology, 24(1), 21–37. doi:10.1006/ceps.1998.0978
   PubMed Web of Science ®Google Scholar
• Barden, O. (2012). If we were cavemen we’d be fine”: Facebook as a catalyst for critical literacy learning by dyslexic sixth‐form students. Literacy, 46(3), 123–132. doi:10.1111/j.1741-4369.2012.00662.x
   Web of Science ®Google Scholar
• Bozack, A. R., & Salvaggio, A. N. (2013). Relational effects of reading motivation and academic achievement among adolescent boys. Reading Psychology, 34(6), 507–522. doi:10.1080/02702711.2012.660302
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. doi:10.1191/1478088706qp063oa
   Google Scholar
• Burden, R. (2008). Is dyslexia necessarily associated with negative feelings of self‐worth? A review and implications for future research. Dyslexia, 14(3), 188–196.
   PubMed Web of Science ®Google Scholar
• Charmaz, K. (2006). Constructing grounded theory. London; Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Creswell, J. (2002). Qualitative inquiry and research design: Choosing among five traditions. Upper Saddle River, NJ: Merrill Prentice Hall.
   Google Scholar
• Daki, J., & Savage, R. S. (2010). Solution-focused brief rherapy: Impacts on academic and emotional difficulties. The Journal of Educational Research, 103(5), 309–326. doi:10.1080/00220670903383127
   Web of Science ®Google Scholar
• Daniels, E. (2010). Creating motivating learning environments: What we can learn from researchers and students. English Journal, 100(1), 25–29.
   Google Scholar
• Denzin, N. (2001). Strategies of multiple triangulation. In C. F. Conrad, J. Grant Haworth, & L. R. Lattuca (Eds.), Qualitative research in higher education: Expanding perspectives (2nd ed., pp. 317–327). Boston, MA: Pearson Custom Publishing.
   Google Scholar
• Duckworth, A. (2016). Grit: The power of passion and perseverance (First Scribner hardcover edition). New York, NY: Scribner.
   Google Scholar
• Dweck, C. S. (2008). Mindset: The new psychology of success ( Ballantine Books trade pbk. ed). New York, NY: Ballantine Books.
   Google Scholar
• Eccles, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J. T. Spence (Ed.), Achievement and achievement motives: Psychological and sociological approaches (pp. 75–146). San Francisco: W.H. Freeman.
   Google Scholar
• Eccles, J. (2009). Who am I and what am I going to do with my life? Personal and collective identities as motivators of action. Educational Psychologist, 44(2), 78–89. doi:10.1080/00461520902832368
   Web of Science ®Google Scholar
• Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. doi:10.1146/annurev.psych.53.100901.135153
   PubMed Web of Science ®Google Scholar
• Einat, A. (2017). The perceived impact of unstable gaps between academic ability and performance on the self-image of students with learning disabilities. Learning Disabilities: A Multidisciplinary Journal, 22(1), 48–60.
   Google Scholar
• Faggella-Luby, M. N., & Deshler, D. D. (2008). Reading comprehension in adolescents with LD: What we know; What we need to learn. Learning Disabilities Research & Practice, 23(2), 70–78. doi:10.1111/j.1540-5826.2008.00265.x
   Google Scholar
• Faggella-Luby, M. N., Drew, S. V., & Schumaker, J. B. (2015). Not such a simple story: Contradictory evidence from a review of story structure research for students at-risk. Learning Disabilities Research & Practice, 30(2), 61–75. doi:10.1111/ldrp.12057
   Web of Science ®Google Scholar
• Fletcher, J. M., Lyon, G. L., Fuchs, L. S., & Barnes, M. A. (2018). Learning disabilities: From identification to intervention (2nd ed.). New York, NY: Guilford Press.
   Google Scholar
• Gans, A. M., Kenny, M. C., & Ghany, D. L. (2003). Comparing the self-concept of students with and without learning disabilities. Journal of Learning Disabilities, 36(3), 287–295. doi:10.1177/002221940303600307
   PubMed Web of Science ®Google Scholar
• García, J.-N., & de Caso, A.-M. (2004). Effects of a motivational intervention for improving the writing of children with learning disabilities. Learning Disability Quarterly, 27(3), 141–159. doi:10.2307/1593665
   Web of Science ®Google Scholar
• Garrett, L., & Moltzen, R. (2011). Writing because I want to, not because I have to: Young gifted writers’ perspectives on the factors that “matter” in developing expertise. English Teaching: Practice and Critique, 10(1), 165–180.
   Web of Science ®Google Scholar
• Graham, S., Collins, A. A., & Rigby-Wills, H. (2017). Writing characteristics of students with learning disabilities and typically achieving peers: A meta-analysis. Exceptional Children, 83(2), 199–218.
   Web of Science ®Google Scholar
• Graham, S., & Harris, K. R. (1989a). Components analysis of cognitive strategy instruction: Effects on learning disabled students’ compositions and self-efficacy. Journal of Educational Psychology, 81(3), 353–361. doi:10.1037/0022-0663.81.3.353
   Web of Science ®Google Scholar
• Graham, S., & Harris, K. R. (1989b). Improving learning disabled students’ skills at composing essays: Self-instructional strategy training. Exceptional Children, 56(3), 201–214.
   PubMed Web of Science ®Google Scholar
• Guthrie, J. T. (2004). Reading engagement index (REI [PDF document]. Retrieved from http://www.cori.umd.edu/measures/REI.pdf
   Google Scholar
• Hall, L. A. (2012). Rewriting identities: Creating spaces for students and teachers to challenge the norms of what it means to be a reader in school. Journal of Adolescent & Adult Literacy, 55(5), 368–373. doi:10.1002/JAAL.00045
   Web of Science ®Google Scholar
• Hall, L. A. (2016). “I don’t really have anything good to say:” Examining how one teacher worked to shape middle school students’ talk about texts. Research in the Teaching of English, 51(1), 60–83.
   Web of Science ®Google Scholar
• Harris, K. R., Graham, S., & Mason, L. H. (2006). Improving the writing, knowledge, and motivation of struggling young writers: Effects of self-regulated strategy development with and without peer support. American Educational Research Journal, 43(2), 295–340. doi:10.3102/00028312043002295
   Web of Science ®Google Scholar
• Heath, S. B., & Street, B. V. (2008). On ethnography: Approaches to language and literacy research. New York, NY: Teachers College Press.
   Google Scholar
• Horst, J. S., Finney, S. J., & Barron, K. E. (2007). Moving beyond academic achievement goal measures: A study of social achievement goals. Contemporary Educational Psychology, 32(4), 667–698. doi:10.1016/j.cedpsych.2006.10.011
   Web of Science ®Google Scholar
• Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. doi:10.1177/1049732305276687
   PubMed Web of Science ®Google Scholar
• HyperRESEARCH. (2015). (Version 3.7.3). ResearchWare, Inc. Retreived from http://www.researchware.com/news/press-releases/48-faqs/miscellaneous-faqs/155-how-do-i-cite-the-use-of-researchware-software.html
   Google Scholar
• Kennedy, M. J., & Ihle, F. M. (2012). The old man and the sea: Navigating the gulf between special educators and the content area classroom. Learning Disabilities Research & Practice, 27(1), 44–54. doi:10.1111/j.1540-5826.2011.00349.x
   Web of Science ®Google Scholar
• Klassen, R. M., & Lynch, S. L. (2007). Self-efficacy from the perspective of adolescents with LD and their specialist teachers. Journal of Learning Disabilities, 40(6), 494–507. doi:10.1177/00222194070400060201
   PubMed Web of Science ®Google Scholar
• Klingner, J. K., & Edwards, P. A. (2006). Cultural considerations with response to intervention models. Reading Research Quarterly, 41(1), 108–117. doi:10.1598/RRQ.41.1.6
   Web of Science ®Google Scholar
• Kvale, S. (2001). The interview situation. In C. F. Conrad, J. Grant Haworth, & L. R. Lattuca (Eds.), Qualitative research in higher education: Expanding perspectives (2nd ed., pp. 435–446). Boston, MA: Pearson Custom Publishing.
   Google Scholar
• Lackaye, T. D., & Margalit, M. (2006). Comparisons of achievement, effort, and self-perceptions among students with learning disabilities and their peers from different achievement groups. Journal of Learning Disabilities, 39(5), 432–446. doi:10.1177/00222194060390050501
   PubMed Web of Science ®Google Scholar
• Locke, L. F., Spirduso, W. W., & Silverman, S. J. (2014). Proposals that work: A guide for planning dissertations and grant proposals (6th ed.). Thousand Oaks, CA: SAGE.
   Google Scholar
• Louick, R., Leider, C. M., Daley, S. G., Proctor, C. P., & Gardner, G. L. (2016). Motivation for reading among struggling middle school readers: A mixed methods study. Learning and Individual Differences, 49, 260–269. doi:10.1016/j.lindif.2016.06.027
   Web of Science ®Google Scholar
• Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed.). Thousand Oaks, CA: SAGE Publications.
   Google Scholar
• Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). Thousand Oaks, CA: SAGE Publications, Inc.
   Google Scholar
• Nolen, S. B. (2007). Young children’s motivation to read and write: Development in social contexts. Cognition and Instruction, 25(2–3), 219–270. doi:10.1080/07370000701301174
   PubMed Web of Science ®Google Scholar
• Núñez, J. C., González-Pienda, J. A., González-Pumariega, S., Roces, C., Alvarez, L., González, P., … Rodríguez, S. (2005). Subgroups of attributional profiles in students with learning difficulties and their relation to self-concept and academic goals. Learning Disabilities Research & Practice, 20(2), 86–97. doi:10.1111/j.1540-5826.2005.00124.x
   Google Scholar
• Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Englewood Cliffs, NJ: Pearson Education, Inc.
   Google Scholar
• Ruben, B., & Moll, L. (2013). Putting the heart back into writing: Nurturing voice in middle school students: The authors share five areas of inquiry that emerged as the result of a voluntary weekly before-school writing program. Middle School Journal, 45(2), 12–18. doi:10.1080/00940771.2013.11461882
   Google Scholar
• Ryan, A. M., Kiefer, S. M., & Hopkins, N. B. (2004). Young adolescents’ social motivation: An achievement goal perspective. Advances in Motivation and Achievement, 13, 301–330.
   Google Scholar
• Saldaña, J. (2013). The coding manual for qualitative researchers (2nd ed.). Thousand Oaks, CA: Sage Publications Inc.
   Google Scholar
• Sideridis, G. D. (2009). Motivation and learning disabilities: Past, present, and future. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 605–625). New York, NY: Routledge.
   Google Scholar
• Sideridis, G. D., Morgan, P. L., Botsas, G., Padeliadu, S., & Fuchs, D. (2006). Predicting LD on the basis of motivation, metacognition, and psychopathology: An ROC analysis. Journal of Learning Disabilities, 39(3), 215–229. doi:10.1177/00222194060390030301
   PubMed Web of Science ®Google Scholar
• Sideridis, G. D., Stamovlasis, D., & Antoniou, F. (2016). Reading achievement, mastery, and performance goal structures among students with learning disabilities: A nonlinear perspective. Journal of Learning Disabilities, 49(6), 631–643. doi:10.1177/0022219415576524
   PubMed Web of Science ®Google Scholar
• Sideridis, G. D., & Tsorbatzoudis, C. (2003). Intra-group motivational analysis of students with learning disabilities: A goal orientation approach. Learning Disabilities: A Contemporary Journal, 1(1), 8–19.
   Google Scholar
• Snow, C., Burns, S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, D.C.: National Academic Press.
   Google Scholar
• Sternberg, B. J., Kaplan, K. A., & Borck, J. E. (2007). Enhancing adolescent literacy achievement through integration of technology in the classroom. Reading Research Quarterly, 42(3), 416–420. doi:10.1598/RRQ.42.3.6
   Web of Science ®Google Scholar
• Tabassam, W., & Grainger, J. (2002). Self-concept, attributional style and self-efficacy beliefs of students with learning disabilities with and without attention deficit hyperactivity disorder. Learning Disability Quarterly, 25(2), 141–151. doi:10.2307/1511280
   Web of Science ®Google Scholar
• Terras, M. M., Thompson, L. C., & Minnis, H. (2009). Dyslexia and psycho-social functioning: An exploratory study of the role of self-esteem and understanding. Dyslexia, 15(4), 304–327. doi:10.1002/dys.v15:4
   PubMed Web of Science ®Google Scholar
• The New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(1), 60–93. doi:10.17763/haer.66.1.17370n67v22j160u
   Web of Science ®Google Scholar
• Wang, R., Chen, L., & Solheim, I. (2017, September). A conceptual system architecture for motivation-enhanced learning for students with Dyslexia. Proceedings of the 2017 International Conference on E-Education, E-Business and E-Technology (pp. 13–19). Toronto, Canada: ACM.
   Google Scholar
• Weiner, J., & Daniels, L. (2016). School experiences of adolescents with attention deficit/hyperactivity disorder. Journal of Learning Disabilities, 49(6), 567–581. doi:10.1177/0022219415576973
   PubMed Web of Science ®Google Scholar
• Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breadth or their reading. Journal of Educational Psychology, 89(3), 420–432. doi:10.1037/0022-0663.89.3.420
   Web of Science ®Google Scholar
• Wigfield, A., Guthrie, J. T., Perencevich, K. C., Taboada, A., Klauda, S. L., McRae, A., & Barbosa, P. (2008). Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes. Psychology in the Schools, 45(5), 432–445. doi:10.1002/(ISSN)1520-6807
   Web of Science ®Google Scholar
• Wolters, C. A., Denton, C. A., York, M. J., & Francis, D. J. (2014). Adolescents’ motivation for reading: Group differences and relation to standardized achievement. Reading and Writing, 27(3), 503–533. doi:10.1007/s11145-013-9454-3
   Web of Science ®Google Scholar
• Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage Publications Inc.
   Google Scholar
• Yin, R. K. (2014). Case study research: Design and methods (5th ed.). Thousand Oaks, CA: SAGE.
   Google Scholar