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dc.contributor.authorFarrell, Sarah
dc.date.accessioned2013-05-07T14:04:45Z
dc.date.available2013-05-07T14:04:45Z
dc.date.issued2013-05-07
dc.identifier.urihttp://hdl.handle.net/10464/4354
dc.description.abstractThis project explored self-regulation among children impacted by leaming disabilities. More specifically, this thesis examined whether a remedial literacy program called Reading Rocks! offered by the Leaming Disabilities Association of Niagara Region, provided participating children opportunities to set goals, develop strategies to meet these goals, and provide intemal and extemal feedback- all processes associated with a model of self-regulated leaming as pioneered by Butler and Winne (1995) and Winne and Hadwin (1999). In this thesis, I triangulate the data through the combination of three different methodologies. Firstly, I describe the various elements of the Reading Rocks! program. Secondly, I analyze the data gathered through three semi-structured interviews with three parents of children that participated in the Reading Rocks! program to demonstrate whether the program provides opportunities for children to self-regulate their learning. Thirdly, I also analyze photographic evidence of the motivational workstation boards created by the tutors and children to further illustrate how Reading Rocks! promotes self-regulatory processes among children.en_US
dc.publisherBrock Universityen_US
dc.subjectChildren with learning disabilitesen_US
dc.subjectRemedial literacy programen_US
dc.titleSelf-Regulated Learning and Children At-Risk for Learning Disabilities: Using Motivational Tactics to Support "Reading Rocks!"en_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameM.A. Child and Youth Studiesen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Child and Youth Studiesen_US
dc.degree.disciplineFaculty of Social Sciencesen_US
dc.embargo.termsNoneen_US
refterms.dateFOA2021-08-08T02:01:41Z


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