Five Principles to Nurture Motivation within Early Reading Interventions

Autor/inn/en	Erickson, Joy Dangora; Ward, Alessandra E.; Boivin, Jacquelynne Anne; Fornauf, Beth
Titel	Five Principles to Nurture Motivation within Early Reading Interventions
Quelle	In: Reading Teacher, 74 (2021) 5, S.493-503 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ward, Alessandra E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1964
Schlagwörter	Reading Motivation; Beginning Reading; Intervention; Elementary School Students; Reading Skills; Instructional Design + Suchen Sie Ihr Suchwort? Lesemotivation; Erstleseunterricht; Reading skill; Lesefertigkeit; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	The authors illustrate the compatibility of building K-2 readers' foundational skills and their motivation for completing reading and related tasks within reading interventions. First, the authors introduce the orthographic mapping process, which requires foundational reading skills because of its role in facilitating fluent reading. Research demonstrating the relation between motivation and achievement is synthesized next to convey the need to maximize students' motivation for intervention tasks. Finally, the authors offer five general design principles to support motivation. They underscore the importance of educators relying on these principles in combination with their deep knowledge of each student to offer intervention experiences that nurture motivation. An example of a foundational skills activity supportive of the orthographic mapping process and adapted to exemplify the motivation principle of focus accompanies each principle. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01