Eva Windsor - University of Central Arkansas
Eva Windsor
Intervention-Homework
November 30, 2007
Resolving Struggling Readers’ Homework Difficulties: A Social Cognitive Perspective
Margolis, H. and McCabe, P.P. (2004). Resolving Struggling Readers’ Homework Difficulties:
A Social Cognitive Perspective. Reading Psychology. 25. 225-260.
Goal: Applying social cognitive perspective to struggling readers’ homework problems. The social cognitive perspective helps one to understand why struggling readers’ have homework problems. With this understanding teachers, educators and parents can design interventions to help these students complete their work thus improving their grades and their progress.
Background Information
Causes of Struggling Readers’ Homework Issues:
o Designed homework activities are not designed with students with disabilities in mind.
o Negative attitudes because homework assignments generally involve reading.
o Learned helplessness.
o Environment- no place designated to study or disorganization
o Difficulty self-monitoring and setting goals.
o
Social Cognitive Propositions and Strategies
o Self-Regulation: Homework is often an individual activity in which one needs to know self-regulation of goals, etc.
o Personal Beliefs: Does the student see the task as important and interesting, that they will succeed?
Principle Strategies
o Teachers should assign homework that struggling readers can readily and independently succeed doing (not unfinished class assignments).
o Homework should be at reading level
o Homework assignments should be short and simple (15 minutes for 1-3 and 15-45 for 4-6th grades.)
o Instead of focusing on assignments that just require reading, balance assignments with homework that requires collection, categorizing, watching shows, taking phots..i.e. hands-on!
o Use Planners or labels and Parent-teacher communication to help students know when homework is due.
o Ask students to explain assignments orally before taking them home.
o Have students check items, match items, fill in blanks, circle items and make categorical lists instead of 30 minute writing assignments in paragraph form
o Ensure they have needed materials at home.
o Teach Self-regulatory and Self-monitoring Skills..use graphs to chart outcomes
o Use Practice assignments for homework rather than assignments that are geared to teach new concepts
o Use Shaping..make things doable, explicit, and rewarding.
o Use Behavioral Contracts
o Use Peer Models
o Attribute Success to Effort but make sure they are modest and specific
o Create Instructional Think-alouds. “Next time I’ll preview the material first and I’ll reread it until I know it cold. I won’t give up. This should help me do better.” Combine these with “I succeeded because” statements that you make up for the student and have available to them in checklist form.
o Teach study skills to the point of Mastery
o Review Homework, stressing improvement rather than absolute performance
o Link homework to People and Stories
o Allow Students to Choose Homework Assignments..Choice increases motivation
o Help parents support their child’s homework efforts
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