Beyond Gold Stars: Improving the Skills and Engagement of Struggling Readers through Intrinsic Motivation

ABSTRACT The current pilot study assessed the impact of a motivational intervention on the task-avoidant behaviors, task-engagement behaviors, and skill growth of elementary-age readers attending a remedial summer reading program. We randomly assigned students (ages 7–10) either to an experimental condition (n = 24) that integrated strategies emphasizing autonomy and mastery into 2 specialized reading curricula or to a control condition (n = 23) that coupled the same curricula with material rewards. Analysis of pre- and posttesting revealed that relative to the control group the intervention group made significantly greater gains on measures of high-level reading skills and exhibited significantly more task-engagement behaviors. We discuss implications for future research and education, especially in relation to the relevance of such interventions for preventing stagnation in struggling readers’ skill development.

[1]  Jennifer M. Thomson,et al.  Engaging Struggling Adolescent Readers to Improve Reading Skills , 2017 .

[2]  Joanna A. Christodoulou,et al.  Impact of Intensive Summer Reading Intervention for Children With Reading Disabilities and Difficulties in Early Elementary School , 2017, Journal of learning disabilities.

[3]  M. J. Frank,et al.  Engaging Struggling Early Readers to Promote Reading Success: A Pilot Study of Reading by Design , 2016 .

[4]  Diana Adler,et al.  Using Multivariate Statistics , 2016 .

[5]  Tomas Jungert,et al.  A self-determination theory approach to predicting school achievement over time: the unique role of intrinsic motivation , 2014 .

[6]  Lia M. Daniels,et al.  Patterns of boredom and its relationship with perceived autonomy support and engagement , 2014 .

[7]  Darielle Greenberg.  Woodcock Reading Mastery Tests–Revised , 2014 .

[8]  M. Hannafin,et al.  A Framework for Designing Scaffolds That Improve Motivation and Cognition , 2013, Educational psychologist.

[9]  Erika A. Patall.  Constructing motivation through choice, interest, and interestingness , 2013 .

[10]  T. Dörfler,et al.  Students' extracurricular reading behavior and the development of vocabulary and reading comprehension ☆ , 2013 .

[11]  Erika A. Patall,et al.  Student autonomy and course value: The unique and cumulative roles of various teacher practices , 2013 .

[12]  Mario Cortina-Borja,et al.  Handbook of Parametric and Nonparametric Statistical Procedures, 5th edn , 2012 .

[13]  Allan Wigfield,et al.  Relations of Perceived Parent and Friend Support for Recreational Reading With Children’s Reading Motivations , 2012 .

[14]  Jan C. Frijters,et al.  Multiple-Component Remediation for Developmental Reading Disabilities , 2012, Journal of learning disabilities.

[15]  Chiungjung Huang.  Discriminant and Criterion-Related Validity of Achievement Goals in Predicting Academic Achievement: A Meta-Analysis. , 2012 .

[16]  E. Lembke,et al.  Monitoring the Effectiveness of the Wilson Reading System for Students with Disabilities: One District's Example , 2012 .

[17]  Jan C. Frijters,et al.  Multiple component remediation of developmental reading disabilities: A Controlled factorial evaluation of the influence of IQ, socioeconomic status, and race on outcomes , 2012 .

[18]  J. Reeve.  A Self-determination Theory Perspective on Student Engagement , 2012 .

[19]  Michael S. C. Thomas,et al.  Verbal and nonverbal intelligence changes in the teenage brain , 2011, Nature.

[20]  R. Vallerand,et al.  Intrinsic and extrinsic school motivation as a function of age: the mediating role of autonomy support , 2011, Social Psychology of Education.

[21]  Julianne C. Turner,et al.  Motivating Mathematics Learning , 2011 .

[22]  Edward L. Deci,et al.  A Self-Determination Theory Perspective on Social, Institutional, Cultural, and Economic Supports for Autonomy and Their Importance for Well-Being , 2011 .

[23]  Barbara G. Tabachnick,et al.  Multivariate Analysis of Variance (MANOVA) , 2011, International Encyclopedia of Statistical Science.

[24]  Erika A. Patall,et al.  The effectiveness and relative importance of choice in the classroom. , 2010 .

[25]  E. Deci,et al.  Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. , 2010 .

[26]  Kennon M. Sheldon,et al.  Buffering against performance classroom goal structures: The importance of autonomy support and classroom community. , 2010 .

[27]  Alicia Sandman,et al.  Dynamic indicators of basic early literacy skills , 2010 .

[28]  J. Reeve.  Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive , 2009 .

[29]  Christopher P. Niemiec,et al.  Autonomy, competence, and relatedness in the classroom , 2009 .

[30]  Robin G. Morris,et al.  The RAVE‐O Intervention: Connecting Neuroscience to the Classroom , 2009 .

[31]  Jennifer Henderlong Corpus,et al.  Within-year changes in children’s intrinsic and extrinsic motivational orientations: Contextual predictors and academic outcomes , 2009 .

[32]  Allan Wigfield,et al.  Impacts of Comprehensive Reading Instruction on Diverse Outcomes of Low- and High-Achieving Readers , 2009, Journal of learning disabilities.

[33]  Julianne C. Turner,et al.  How Does Motivation Develop and Why Does It Change? Reframing Motivation Research , 2008 .

[34]  J. Guthrie,et al.  Contributions of Concept-Oriented Reading Instruction to Knowledge About Interventions for Motivations in Reading , 2007 .

[35]  Xitao Fan,et al.  The Contribution of the Responsive Classroom Approach on Children's Academic Achievement: Results from a Three Year Longitudinal Study. , 2007 .

[36]  B. Tabachnick,et al.  Using multivariate statistics, 5th ed. , 2007 .

[37]  Fotini Polychroni,et al.  Academic self‐concept, reading attitudes and approaches to learning of children with dyslexia: do they differ from their peers? , 2006 .

[38]  Norman J. Unrau,et al.  Motivation and Its Relationship With Reading Achievement in an Urban Middle School , 2006 .

[39]  D. Fuchs,et al.  Predicting LD on the Basis of Motivation, Metacognition, and Psychopathology , 2006, Journal of learning disabilities.

[40]  E. Deci,et al.  Intrinsic Versus Extrinsic Goal Contents in Self-Determination Theory: Another Look at the Quality of Academic Motivation , 2006 .

[41]  J. Reeve,et al.  What teachers say and do to support students' autonomy during a learning activity. , 2006 .

[42]  J. Hughes,et al.  Classroom engagement mediates the effect of teacher-student support on elementary students' peer acceptance: A prospective analysis. , 2006, Journal of school psychology.

[43]  M. Lepper,et al.  Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates , 2005 .

[44]  Avi Kaplan,et al.  Motivational influences on transfer of problem-solving strategies , 2005 .

[45]  T. F. McLaughlin,et al.  EDUCATIONAL GAMES: A TECHNIQUE TO ACCELERATE THE ACQUISITION OF READING SKILLS OF CHILDREN WITH LEARNING DISABILITIES , 2005 .

[46]  Seleshi Zeleke,et al.  Self‐concepts of students with learning disabilities and their normally achieving peers: a review , 2004 .

[47]  J. Reeve,et al.  Enhancing Students' Engagement by Increasing Teachers' Autonomy Support , 2004 .

[48]  Peter Johnston,et al.  Choice Words , 2023 .

[49]  C. Midgley,et al.  How Teachers Establish Psychological Environments During the First Days of School: Associations With Avoidance in Mathematics. , 2003 .

[50]  E. Skinner,et al.  Sense of Relatedness as a Factor in Children's Academic Engagement and Performance. , 2003 .

[51]  John T. Guthrie,et al.  MOTIVATING STRUGGLING READERS IN MIDDLE SCHOOL THROUGH AN ENGAGEMENT MODEL OF CLASSROOM PRACTICE , 2003 .

[52]  A. Assor,et al.  Choice is good, but relevance is excellent: autonomy-enhancing and suppressing teacher behaviours predicting students' engagement in schoolwork. , 2002, The British journal of educational psychology.

[53]  Waheeda Tabassam,et al.  Self-Concept, Attributional Style and Self-Efficacy Beliefs of Students with Learning Disabilities with and without Attention Deficit Hyperactivity Disorder , 2002 .

[54]  B. Zimmerman.  Becoming a Self-Regulated Learner: An Overview , 2002 .

[55]  Eric M. Anderman,et al.  The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study. , 2002 .

[56]  Maliha S. Nash,et al.  Handbook of Parametric and Nonparametric Statistical Procedures , 2001, Technometrics.

[57]  A. E. Gottfried,et al.  Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. , 2001 .

[58]  Dorothy S. Strickland,et al.  Supporting Struggling Readers and Writers: Strategies for Classroom Intervention 3-6 , 2001 .

[59]  D. Wood.  Self-theories: Their Role in Motivation, Personality and Development. By Carol S. Dweck. Psychology Press, Hove, 1999. pp. 195. £29.95 (hb). , 2000 .

[60]  Jari-Erik Nurmi,et al.  The role of task-avoidant and task-focused behaviors in the development of reading and mathematical skills during the first school year: A cross-lagged longitudinal study. , 2000 .

[61]  Joe E. Wheaton,et al.  Evaluation of a Computer-Based Program on the Reading Performance of First Grade Students with Potential for Reading Failure , 2000 .

[62]  Allan Wigfield,et al.  Effects of integrated instruction on motivation and strategy use in reading. , 2000 .

[63]  E. Deci,et al.  Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. , 2000, The American psychologist.

[64]  Parker C. Fawson,et al.  READING INCENTIVE PROGRAMS: BELIEFS AND PRACTICES , 1999 .

[65]  J. Reeve,et al.  Autonomy-Supportive Teachers: How They Teach and Motivate Students , 1999 .

[66]  C. A. Rashotte,et al.  Test of Word Reading Efficiency , 1999 .

[67]  E. Deci,et al.  A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. , 1999, Psychological bulletin.

[68]  C. Lewis,et al.  A Lesson Is Like a Swiftly Flowing River: How Research Lessons Improve Japanese Education , 1999 .

[69]  S. Harter,et al.  Similarities and Differences in Domain-Specific and Global Self-Evaluations of Learning-Disabled, Behaviorally Disordered, and Normally Achieving Adolescents , 1998 .

[70]  C. Dweck,et al.  Praise for intelligence can undermine children's motivation and performance. , 1998, Journal of personality and social psychology.

[71]  Linda B. Gambrell.  Creating Classroom Cultures That Foster Reading Motivation. , 1996 .

[72]  Barbara A. Wilson,et al.  Effectiveness of the Wilson Reading System used in Public School Training , 1995 .

[73]  J. Cameron,et al.  Reinforcement, Reward, and Intrinsic Motivation: A Meta-Analysis , 1994 .

[74]  R. Charney,et al.  Teaching Children to Care: Management in the Responsive Classroom , 1992 .

[75]  J. Connell,et al.  Competence, autonomy, and relatedness: A motivational analysis of self-system processes. , 1991 .

[76]  M. Barrett,et al.  Controlling teaching strategies: Undermining children's self-determination and performance. , 1990 .

[77]  L. Hsu.  Reliable changes in psychotherapy: Taking into account regression toward the mean. , 1989 .

[78]  P. Gurney.  Self-Esteem in Children with Special Educational Needs , 1988 .

[79]  C. Dweck,et al.  A social-cognitive approach to motivation and personality , 1988 .

[80]  C. Dweck,et al.  Goals: an approach to motivation and achievement. , 1988, Journal of personality and social psychology.

[81]  K. Stanovich.  Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. , 1986 .

[82]  E. Deci,et al.  The general causality orientations scale: Self-determination in personality , 1985 .

[83]  W. Hays.  Using Multivariate Statistics , 1983 .