The Impact of the Self-Determined Learning Model of Instruction on English Underachievers’ Early Literacy Development

The Impact of the Self-Determined Learning Model of Instruction on English Underachievers’ Early Literacy Development

The purpose of this study is to examine the impact of the Self-Determined Learning Model of Instruction (SDLMI) in promoting English underachievers’ literacy development. The study participants were eight elementary school students whose average age was ten. Participants had difficulties in their English classes, and their stages of literacy development were emergent and early literacy. Applying the three stages of the SDLMI, students determined their goals, developed and implemented their action plans, and monitored their progress. A multiple baseline across participants design was used. It took four weeks to complete the study sessions during the English summer camp, and each students’ session lasted about two hours via one-to-one instruction. The SDLMI with English literacy learning program customized for underachievers appears to be effective in assisting underachievers’ self-directed learning as well as their English literacy abilities. Implications and future directions for research and practice are discussed.