Perspectives on Emotion and Engagement Among Struggling Adolescent Readers: Findings From an Online Literacy Intervention

Session Type: Symposium

Abstract

Papers in this symposium present varying perspectives on emotion and motivation as core aspects of the reading experience of struggling adolescent readers. Focusing on a large study of an online literacy intervention for middle-school students, the studies demonstrate the use of novel approaches to embedded digital data, combined with more standard measures, to investigate behavioral engagement, interest-driven independent reading, and the role of both positive and negative emotions as contributors to reading comprehension. The symposium will include discussion of the role of emotion and engagement in improving reading among diverse struggling readers, how to design literacy environments to leverage this understanding, and approaches to using digital data sources to provide insights not possible with more typical measures.

Sub Unit

• Division C - Learning and Instruction / Division C - Section 2a: Cognitive and Motivational Processes

Chair

• Mark Warschauer, University of California - Irvine

Papers

• Remedial Reading in Middle School: Regaining Independence by Design - Kim Ducharme, CAST, Inc.; Boris Goldowsky, CAST, Inc.; Gabrielle Rappolt-Schlichtmann, EdTogether, Inc.

• Struggling Middle School Readers' Behavioral Engagement in a Self-Directed Supplemental Online Reading Environment - Samantha G Daley, University of Rochester; Yang Xu, Boston College; Patrick Proctor, Boston College; Gabrielle Rappolt-Schlichtmann, EdTogether, Inc.; Boris Goldowsky, CAST, Inc.

• Struggling Readers Smiling on the Inside and Getting Correct Answers - Garron Hillaire, Massachusetts Institute of Technology; Boris Goldowsky, CAST, Inc.; Bart Rienties