Session Information
09 SES 13 A, Students' Engagement and Performance in Reading and Orthography: Reciprocal Relations and Effects of Instruction – Part 2
Symposium
Contribution
In search of factors that contribute to effective literacy development in adolescence, this longitudinal study explored the behavioral engagement of low-achieving adolescents (N=63) in a variety of literacy instruction contexts in relation to their literacy development. Using insights from prominent approaches on language and literacy development, six literacy instruction contexts were distinguished using the focus (explicit skills instruction or content-oriented instruction) and setting of literacy activities (whole-class, group or individual seat work). We observed the time selected students were engaged (on-task) in these contexts during language arts lessons and social studies lessons for the first three years of their secondary education (Grades 7 to 9). In addition, students’ development in reading and writing proficiency was measured. Associations between engagement in instructional practices and literacy development were tested. Results show that literacy instruction to low-achieving adolescents was dominated by individual work consisting of explicit skills instruction in the language arts and content-oriented activities in social studies. More importantly however, results show that progression in reading and writing proficiency of low-achieving adolescents is hardly predicted by engagement in instructional literacy practices in the observed period. Theoretical and practical implications for literacy development of low-achieving adolescents are discussed.
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