A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
The development of motivational orientations as a function of divergent reading careers from pre-school to the second grade
Tekijät: Lepola Janne, Salonen Pekka, Vauras Marja
Kustantaja: PERGAMON-ELSEVIER SCIENCE LTD
Julkaisuvuosi: 2000
Journal: Learning and Instruction
Tietokannassa oleva lehden nimi: LEARNING AND INSTRUCTION
Lehden akronyymi: LEARN INSTR
Vuosikerta: 10
Numero: 2
Aloitussivu: 153
Lopetussivu: 177
Sivujen määrä: 25
ISSN: 0959-4752
eISSN: 1873-3263
DOI: https://doi.org/10.1016/S0959-4752(99)00024-9
Verkko-osoite: https://doi.org/10.1016/S0959-4752(99)00024-9
Tiivistelmä
In this study, we examined the developmental relationship of children's motivational orientations and reading skills from pre-school to the 2nd grade. Forty-eight children with differing word reading careers were identified from 115 pre-school non-readers. Pre-schoolers were assessed for cognitive-linguistic skills and motivational orientation (ratings on task-, ego-defensive, and social dependence orientation). The situational manifestations of orientations were observed during construction tasks comprising three pressure episodes. The motivational assessments were replicated (experimenter and teacher ratings) and decoding and reading comprehension tests were administered in the Ist and ?nd grades, On the basis of low, average and high pre-school phonemic awareness and word reading achievement in the Ist and 2nd grades, two regressive and two progressive word reading career groups were formed. The results showed that the regressive and the progressive reading career groups of matching initial phonemic awareness and verbal ability did not differ motivationally at pre-school age, but showed distinctive motivational orientation across contexts by the end of the second school year. A case analysis demonstrates the interactive formation of motivational orientation during reading instruction. These findings suggest that the developmental interaction of learning sk;ills and motivational tendencies contribute to the differing reading careers. (C) 2000 Elsevier Science Ltd. All rights reserved.
In this study, we examined the developmental relationship of children's motivational orientations and reading skills from pre-school to the 2nd grade. Forty-eight children with differing word reading careers were identified from 115 pre-school non-readers. Pre-schoolers were assessed for cognitive-linguistic skills and motivational orientation (ratings on task-, ego-defensive, and social dependence orientation). The situational manifestations of orientations were observed during construction tasks comprising three pressure episodes. The motivational assessments were replicated (experimenter and teacher ratings) and decoding and reading comprehension tests were administered in the Ist and ?nd grades, On the basis of low, average and high pre-school phonemic awareness and word reading achievement in the Ist and 2nd grades, two regressive and two progressive word reading career groups were formed. The results showed that the regressive and the progressive reading career groups of matching initial phonemic awareness and verbal ability did not differ motivationally at pre-school age, but showed distinctive motivational orientation across contexts by the end of the second school year. A case analysis demonstrates the interactive formation of motivational orientation during reading instruction. These findings suggest that the developmental interaction of learning sk;ills and motivational tendencies contribute to the differing reading careers. (C) 2000 Elsevier Science Ltd. All rights reserved.
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