| Autor: |
Anderson, Leah L., Meline, McKenzie, Harn, Beth |
| Předmět: |
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| Zdroj: |
Journal of Education; Apr2023, Vol. 203 Issue 2, p258-268, 11p |
| Abstrakt: |
The purpose of this study was to complete a systematic review of the adolescent comprehension intervention research published between 2000 and 2020 to examine the presence of instructional practices to promote student engagement. Ninety-five studies were coded and indicated that 93% of the studies included at least one instructional practice and only 15% of studies actually measured engagement. Few studies (6%) examined the relationship between engagement and outcomes; studies that incorporated instructional practices to promote engagement demonstrated a statistically significant relation to engagement. Although student engagement is accepted as important in reading, it is rarely assessed within intervention efforts. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Complementary Index |
| Externí odkaz: |
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