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ProjectExpert : enhancing vocational students’ reading motivation and comprehension

Kim Van Ammel (UGent) , Koen Aesaert (UGent) and Hilde Van Keer (UGent)
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Abstract
Additional authors/chairs: Koen Aesaert; Hilde Van Keer Purpose. The number of students acquiring a basic level in reading comprehension is significantly lower for students enrolled in the vocational track in comparison with students in the academic and technical track (De Meyer et al., 2010). Additionally, these students are less intrinsically motivated to read (Mol & Jolles, 2014). Given the significance of proficient reading, the research literature calls for studies aiming at fostering vocational students’ reading expertise. More particularly, both stimulating reading motivation and comprehension is put central. Method. A quasi-experimental intervention study in authentic classes with switching replication design (Abbuhl et al., 2013) is applied. The intervention theoretically departs from Self-Determination Theory (Deci & Ryan, 1991), aiming at fostering students’ psychological needs (i.e., autonomy, relatedness and competence). Approximately 400 9th-grade students from 29 classes participate. Multiple aspects of treatment fidelity (Fogarty et al., 2014) are investigated by means of teacher logbooks and regular classroom observations. Results. The presentation will focus on (1) presenting the intervention design guidelines and the underlying theoretical and empirical rationale and (2) presenting the impact of the intervention. At present data collection is ongoing. Students’ evolution in autonomous and controlled reading motivation and reading comprehension performance will be analyzed using piecewise multilevel growth modelling, taking into account the nested data structure (i.e. students into classes) (Hox, 1994). Conclusion. Implications (1) for theory on reading motivation and comprehension and (2) for educational literacy practice in vocational tracks will be discussed.

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MLA
Van Ammel, Kim, et al. “ProjectExpert : Enhancing Vocational Students’ Reading Motivation and Comprehension.” Society for the Scientific Study of Reading (SSSR) , Twenty-Seventh Annual Meeting, Abstracts, 2020.
APA
Van Ammel, K., Aesaert, K., & Van Keer, H. (2020). ProjectExpert : enhancing vocational students’ reading motivation and comprehension. In Society for the Scientific Study of Reading (SSSR) , Twenty-Seventh Annual Meeting, Abstracts.
Chicago author-date
Van Ammel, Kim, Koen Aesaert, and Hilde Van Keer. 2020. “ProjectExpert : Enhancing Vocational Students’ Reading Motivation and Comprehension.” In Society for the Scientific Study of Reading (SSSR) , Twenty-Seventh Annual Meeting, Abstracts.
Chicago author-date (all authors)
Van Ammel, Kim, Koen Aesaert, and Hilde Van Keer. 2020. “ProjectExpert : Enhancing Vocational Students’ Reading Motivation and Comprehension.” In Society for the Scientific Study of Reading (SSSR) , Twenty-Seventh Annual Meeting, Abstracts.
Vancouver
1.
Van Ammel K, Aesaert K, Van Keer H. ProjectExpert : enhancing vocational students’ reading motivation and comprehension. In: Society for the Scientific Study of Reading (SSSR) , Twenty-Seventh Annual Meeting, Abstracts. 2020.
IEEE
[1]
K. Van Ammel, K. Aesaert, and H. Van Keer, “ProjectExpert : enhancing vocational students’ reading motivation and comprehension,” in Society for the Scientific Study of Reading (SSSR) , Twenty-Seventh Annual Meeting, Abstracts, 2020.
@inproceedings{8689073,
  abstract     = {{Additional authors/chairs: 
Koen Aesaert; Hilde Van Keer

Purpose. The number of students acquiring a basic level in reading comprehension is significantly lower for students enrolled in the vocational track in comparison with students in the academic and technical track (De Meyer et al., 2010). Additionally, these students are less intrinsically motivated to read (Mol & Jolles, 2014). Given the significance of proficient reading, the research literature calls for studies aiming at fostering vocational students’ reading expertise. More particularly, both stimulating reading motivation and comprehension is put central.

Method. A quasi-experimental intervention study in authentic classes with switching replication design (Abbuhl et al., 2013) is applied. The intervention theoretically departs from Self-Determination Theory (Deci & Ryan, 1991), aiming at fostering students’ psychological needs (i.e., autonomy, relatedness and competence). Approximately 400 9th-grade students from 29 classes participate. Multiple aspects of treatment fidelity (Fogarty et al., 2014) are investigated by means of teacher logbooks and regular classroom observations.

Results. The presentation will focus on (1) presenting the intervention design guidelines and the underlying theoretical and empirical rationale and (2) presenting the impact of the intervention. At present data collection is ongoing. Students’ evolution in autonomous and controlled reading motivation and reading comprehension performance will be analyzed using piecewise multilevel growth modelling, taking into account the nested data structure (i.e. students into classes) (Hox, 1994).

Conclusion. Implications (1) for theory on reading motivation and comprehension and (2) for educational literacy practice in vocational tracks will be discussed.}},
  author       = {{Van Ammel, Kim and Aesaert, Koen and Van Keer, Hilde}},
  booktitle    = {{Society for the Scientific Study of Reading (SSSR) , Twenty-Seventh Annual Meeting, Abstracts}},
  language     = {{eng}},
  pages        = {{1}},
  title        = {{ProjectExpert : enhancing vocational students’ reading motivation and comprehension}},
  url          = {{https://www.triplesr.org/analyzing-and-supporting-reading-and-writing-motivation-outcomes-descriptive-and-intervention}},
  year         = {{2020}},
}