by I.S Butkowsky & D.M Willows
Employing a cognitive-motivational analysis, the present investigation sought to determine some specific self-perceptions that might contribute to motivational and performance deficits observed in children with reading difficulties. Children of relatively good, average, and poor reading ability were assessed on tasks in which success and failure were manipulated. Consistent with predictions, poor readers displayed characteristics indicative of learned helplessness and low self-concepts of ability. These included significantly lower initial estimates of success, less persistence, attribution of failures to lack of ability and of successes to factors beyond personal control, and greater decrements in expectancy of success following failure.
I.S Butkowsky, D.M Willows. Cognitive-motivational characteristics of children varying in reading ability: evidence for learned helplessness in poor readers. Journal of education psychology. Volume: 72, Issue: 3. American Psychological Association. p.p 408-422.
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Dynaread has been developed in the trenches of actual remediation, with our feet firmly planted on the ground. Scientific research is essential (and we consistently use it), but we also understand the realities at home and in school. Not all homes have two parents, not all Dad's or Mom's are always home, there is oftentimes no money, schools lack staff or funding. We listen, we observe, we discuss, and we build the best solutions we can for older (ages 7+) struggling readers.