Building Motivation with the Dialogue Page: Engaging Students Diagnosed with Learning Disabilities

Jessica Newhard

Abstract


The dialogue page is an effective tool for building intrinsic motivation with
students diagnosed with learning disabilities. An adaptive motivational
pattern is developed in which the student focuses on progress goals instead of performance goals. Praise in general, focuses on the outcome of one performance. The dialogue page focuses the educator on praising for improvement or effort in a student's work. Referencing studies completed on students diagnosed with learning disabilities, it is noted that the students do have lower intrinsic motivation, especially in academics. Supporting the ideas of building relationships with the dialogue page, building intrinsic motivation, and allowing teachers to praise for improvement, the work of contemporary researchers in special education and motivation are discussed. Effectively praising a student and developing a growth-mindset that focuses on progress goals is fundamental to building motivation in students who are not as motivated academically as typically achieving peers.

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