Rebecca Louick
Biographic Data
| ID | 2302765 |
|---|---|
| NAME | Rebecca Louick |
| GIVEN NAMES | Rebecca |
| FAMILY NAME | Louick |
| SIGNATURE | LOUICK R |
| AFFILIATIONS | School of Education, St. John’s University, Queens, New York, USA |
| ORCID | 0000-0003-2579-5551 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Reading Motivation and Academic Emotions of Struggling Readers
This mixed methods study explored reading mindsets among upper elementary students identified for supplemental reading instruction, examining how these mindsets relate to perceived competence and emotional experiences. Data were collected from 39 fourth and fifth grade students (48.7% female, 35.9% received free or reduced lunch, and 17.9% with an IEP) who were participants in a larger quasi-experimental intensive, Tier 2 reading intervention. Th…
Leveraging motivation theory for research and practice with students with learning disabilities
Given that the majority of students with learning disabilities (LD) are currently educated alongside general education peers for the majority of the school day in inclusive classrooms, it behooves motivation scholars to consider the practical implications of their research for all teachers working with students with LD. The purpose of this article is to discuss how three theoretical perspectives on motivation can be leveraged to support classroom…
Classroom discourse and disability
This qualitative study of ongoing interactions in a high school classroom illustrates how teachers’ specific interactive choices can provide crucial opportunities for students with disabilities to develop feelings of self-determination. Classroom video data, collected throughout a multi-week writing assignment, were analyzed using a discourse analytic approach, focusing on how student and teacher used linguistic resources (such as personal pronou…
No prominent works on this page.
Classroom discourse and disability
This qualitative study of ongoing interactions in a high school classroom illustrates how teachers’ specific interactive choices can provide crucial opportunities for students with disabilities to develop feelings of self-determination. Classroom video data, collected throughout a multi-week writing assignment, were analyzed using a discourse analytic approach, focusing on how student and teacher used linguistic resources (such as personal pronou…
Leveraging motivation theory for research and practice with students with learning disabilities
Given that the majority of students with learning disabilities (LD) are currently educated alongside general education peers for the majority of the school day in inclusive classrooms, it behooves motivation scholars to consider the practical implications of their research for all teachers working with students with LD. The purpose of this article is to discuss how three theoretical perspectives on motivation can be leveraged to support classroom…
Reading Motivation and Academic Emotions of Struggling Readers
This mixed methods study explored reading mindsets among upper elementary students identified for supplemental reading instruction, examining how these mindsets relate to perceived competence and emotional experiences. Data were collected from 39 fourth and fifth grade students (48.7% female, 35.9% received free or reduced lunch, and 17.9% with an IEP) who were participants in a larger quasi-experimental intensive, Tier 2 reading intervention. Th…
Disability Education and Employment (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · Social Psychology (2 works) · Collaborative Teaching and Inclusion (1 work) · Computer Science (1 work) · Context (archaeology) (1 work) · Developmental psychology (1 work) · Education, Achievement, and Giftedness (1 work)