Motivational Issues in Learning Disabilities

Adelman H.S. Taylor L. (1983). Enhancing motivation for overcoming learning and behavior problems. Journal of Learning Disabilities, 7, 384–392.

Botsas G. Padeliadu S. (2003). Goal orientation and reading comprehension strategy use among students with and without reading difficulties. International Journal of Educational Research, 39, 477–495.

Bouffard T. Couture N. (2003). Motivational profile and academic achievement among students enrolled in different schooling tracks. Educational Studies, 29, 19–38.

Chapman J. (1988). Cognitive-motivational characteristics and academic achievement of learning disabled children: Individual differences and their implications for treatment. In Torgesen J. Wong B. (Eds.), Psychological and educational perspectives on learning disabilities (pp. 225–255). New York: Academic Press.)

Chapman J.W. Tunmer W.E. (1995). Development of young children's reading self-concepts: An examination of emerging sub-components and their relation with reading achievement. Journal of Educational Psychology, 87, 154–167.

Dweck C.S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048.

Dweck C.S. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5–12.

Dweck C.S. Leggett E.L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256–273.

Fulk B.M. Brigham F.J. Lohman D.A. (1998). Motivation and self-regulation: A comparison of students with learning and behavior problems. Remedial and Special Education, 19, 300–309.

Garcia J.N. de Caso A.M. (2004). Effects of a motivational intervention for improving the writing of children with learning disabilities. Learning Disability Quarterly, 27, 141–159.

Garcia J.N. de Caso A.M. (in press). Changes in writing self-efficacy and writing products and processes through specific training in self-efficacy beliefs of the learning disabled. Learning Disabilities: A Contemporary Journal.

Greenwood C.R. Terry B. Arreaga-Mayer C. Finney R. (1992). The classwide peer tutoring program: Implementation factors moderating students' achievement. Journal of Applied Behavior Analysis, 25, 101–116.

Kaplan A. Midgley C. (2000). The relationship between perceptions of the classroom goal structure and early adolescents' affect in school: The mediating role of coping strategies. Learning and Individual Differences, 11, 187–212.

Lepola J. Salonen P. Vauras M. Poskiparta E. (2004). Understanding the development of subnormal performance in children from a motivational-interactionist perspective. International Review of Research in Mental Retardation, 28, 145–189.

Linnenbrink E.A. (2005). The dilemma of performance-approach goals: The use of multiple goal contexts to promote students' motivation and learning. Journal of Educational Psychology, 97, 197–213.

Margalit M. (2003). Resilience model among individuals with learning disabilities: Proximal and distal influences. Learning Disabilities Research & Practice, 18, 82–86.

Morgan P.L. Sideridis G.D. (in press). Contrasting the effectiveness of single-subject interventions on fluency for students with learning disabilities: A multilevel random coefficient modeling meta-analysis. Learning Disabilities: Research and Practice.

Pajares F. Cheong Y.F. (2003). Achievement goal orientations in writing: A developmental perspective. International Journal of Educational Research, 39, 437–455.

Pappa E. Zafiropoulou M. Metallidou P. (2003). Intervention on strategy use and on motivation of Greek pupils' reading comprension in English classes. Perceptual and Motor Skills, 96, 773–786.

Pintrich P.R. Anderman E.M. Klobucar C. (1994). Intraindividual differences in motivation and cognition in students with and without learning disabilities. Journal of Learning Disabilities, 27, 360–370.

Poskiparta E. Niemi P. Lepola J. Ahtola A. Laine P. (2003). Motivational-emotional vulnerability and difficulties in learning to read and spell. British Journal of Educational Psychology, 73, 187–206.

Quirk M.P. (2004). Do supplemental remedial reading programs address the motivational issues of struggling readers? An analysis of five popular programs. Reading Research and Instruction, 43, 1–19.

Riddick B. Sterling C. Farmer M. Morgan S. (1999). Self-esteem and anxiety in the educational histories of adult dyslexic students. Dyslexia, 5, 227–248.

Sabatino D.A. (1982). Research on achievement motivation with learning disabled populations. Advances in Learning and Behavioral Disabilities, 1, 75–116.

Sideridis G.D. (1995). Classwide peer tutoring and its effects on the spelling performance and social interactions of students with mild disabilities. Unpublished doctoral dissertation, University of Kansas.

Sideridis G.D. (2003). On the origins of helpless behavior in students with learning disabilities: Avoidance motivation? International Journal of Educational Research, 39, 497–517.

Sideridis G.D. (2005a). Performance approach-avoidance orientation and planned behaviour theory: Model stability with Greek students with and without learning disabilities. Reading and Writing Quarterly, 21, 331–359.

Sideridis G.D. (2005b). Goal orientations, academic achievment, and depression: Evidence in favor of revised goal theory. Journal of Educational Psychology, 97, 366–375.

Sideridis G.D. (in press). Classroom goal structures and hopelessness as predictors of day-to-day experience at school: Differences between students with and without learning disabilities. International Journal of Educational Research.

Sideridis G.D. Morgan P. Botsas G. Padeliadu S. Fuchs D. (2006). Prediction of students with LD based on metacognition, motivation, emotions, and psychopathology: A ROC analysis. Journal of Learning Disabilities, 39, 215–229.

Sideridis G.D. Utley C. Greenwood C.R. Dawson H. Delquadri J. Palmer P. (1997). Classwide peer tutoring and its effects on the spelling performance and social interactions of students with mild disabilities in an integrated setting. Journal of Behavioral Education, 7, 435–462.

Taylor L. Adelman H.S. (1999). Personalizing classroom instruction to account for motivational and developmental differences. Reading and Writing Quarterly, 15, 255–276.

Thomas S. Oldfather P. (1997). Reflections on motivations for reading - through the looking glass of theory, practice, and reader experiences. Educational Psychologist, 32, 125–134.

Watkins M. (2005). Diagnostic validity of Wechsler subtest scatter. Learning Disabilities: A Contemporary Journal, 3, 18–27.

Watkins M.W. Kush J.C. Glutting J.J. (1997). Discriminant and predictive validity of the WISC-III acid profile among children with learning disabilities. Psychology in the Schools, 34, 309–319.

Watkins M.W. Kush J.C. Schaefer B.A. (2002). Diagnostic utility of the learning disability index. Journal of Learning Disabilities, 35, 98–103.