Judul Asli : Using motivational tactics to support children with reading
disabilities (International Journal)
Authors:
Hilary Scruton, John McNamara
Child and Youth Studies, Brock University, St. Catharines, Ontario, Canada
Email address:
hs10qw@brocku.ca (H. Scruton), jmcnamara@brocku.ca (J. McNamara)
To cite this article:
Hilary Scruton, John McNamara. Using Motivational Tactics to Support Children with Reading Disabilities. International Journal of
Elementary Education. Vol. 3, No. 4, 2014, pp. 92-97. doi: 10.11648/j.ijeedu.20140304.11
Pendahuluan
disabilities (International Journal)
Authors:
Hilary Scruton, John McNamara
Child and Youth Studies, Brock University, St. Catharines, Ontario, Canada
Email address:
hs10qw@brocku.ca (H. Scruton), jmcnamara@brocku.ca (J. McNamara)
To cite this article:
Hilary Scruton, John McNamara. Using Motivational Tactics to Support Children with Reading Disabilities. International Journal of
Elementary Education. Vol. 3, No. 4, 2014, pp. 92-97. doi: 10.11648/j.ijeedu.20140304.11
Pendahuluan
Meskipun sebagian besar anak-anak mengembangkan keterampilan membaca tanpa kesulitan, sekitar 20% dari anak-anak pengalaman tantangan yang signifikan dengan proses membaca (Salju, Burns, & Griffin, 1998). Kesulitan membaca dapat dikaitkan dengan sejumlah faktor termasuk kerugian lingkungan, pembelajar bahasa kedua, dan / atau pengolahan kognitif gangguan sepadan dengan diagnosa seperti belajar
cacat (Case, Speece, Molloy, 2003; Crosnoe, Leventhal, Wirth, Pierce, & Pianta, 2010; Morris, Lovett, Wolf, Sevcik, Steinbach, Frijters, & Shapiro, 2012). Ketidakmampuan belajar, dan khususnya membaca cacat telah menerima besar Kesepakatan perhatian selama beberapa dekade terakhir sebagai stakeholder memiliki direalisasikan negatif efek cacat membaca dapat memiliki tidak hanya prestasi akademik, tetapi juga sekunder Karakteristik seperti depresi, kecemasan, dan sejumlah penyakit yang berhubungan dengan kesehatan mental lainnya. Makalah ini menyajikan Pendekatan intervensi untuk anak-anak cacat membaca yang menganggap tidak hanya tantangan akademis yang dihadapi oleh pembaca yang rentan tetapi juga motivasi mempengaruhi bahwa membaca kesulitan dapat hadir.
Introduction
Although the majority of children develop reading skills without difficulty, approximately 20% of children experience significant challenges with the reading process (Snow, Burns, & Griffin, 1998). Reading difficulties can be attributed to a number of factors including environmental disadvantage, second language learners, and/or cognitive processing impairments commensurate with diagnoses such as learning disabilities (Case, Speece, Molloy, 2003; Crosnoe, Leventhal, Wirth, Pierce, & Pianta, 2010; Morris, Lovett, Wolf, Sevcik, Steinbach, Frijters, & Shapiro, 2012). Learning disabilities, and particularly reading disabilities have received a great deal of attention over the past decades as stakeholders have realized the negative effect reading disabilities can have on not only academic achievement, but also secondary characteristics such as depression, anxiety, and a host of other mental health related illnesses. This paper presents an intervention approach for children with reading disabilities that considers not only the academic challenges faced by vulnerable readers but also the motivational affects that reading difficulties can present.
