Personal constructs and the enhancement of adolescent engagement in reading

  • Irwin N
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In this article, the author analyses the literature concerning enhancement of reading engagement for adolescents. She argues that cognition is irrevocably linked to the affective domain, and that voluntary engaged reading can be enhanced more effectively by attention to the perceptions of learners in addition to their cognitive skills. With Personal Construct Psychology as the framework, N. Irwin examines the constructs that readers develop about themselves, shaped by their understanding of (1) the purpose and nature of reading, (2) gender and (3) parents' attitudes and behavior concerning reading. The possible implications Personal Construct Psychology might have for education policy, culture and classroom practice are considered. (PsycINFO Database Record (c) 2005 APA, all rights reserved)

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  • Nicole Irwin

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