The present study investigated variability in the remedial outcomes of 105 adolescents with reading disabilities who participated in PHAST PACES, a research-based reading intervention with a strong attributional retraining focus. The study focussed on the impact of three conative functions—intrinsic motivation, attributions, and effortful control—and their relationships with reading skill and reading growth. It was hypothesized that, following PHAST PACES, students would demonstrate improvement on reading outcomes, increased intrinsic motivation for reading, a shift from maladaptive to adaptive attributions, and improved effortful control. Students demonstrated significant gains on reading and effortful control measures following PHAST PACES intervention. The intrinsic motivation and attributional profiles of students did not improve. Students who performed best on reading measures at pre- and post-test made attributions of success to ability and avoided attributions of failure to ability, while reporting high perceived competence for reading, and demonstrating good effortful control.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:OTU.1807/25776 |
| Date | 10 January 2011 |
| Creators | Luckett-Gatopoulos, Sarah Elizabeth Anastasia |
| Contributors | Lovett, Maureen W. |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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