Journal Article

Five Principles to Nurture Motivation Within Early Reading Interventions

Fornauf, Beth, Erickson, Joy Dangora, Ward, Alessandra E., Boivin, Jacquelynne Anne

2021

Overview

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.

• Publisher: Wiley,Blackwell Publishing Ltd
• Subject: 1-Early childhood / Beginning Reading / Decoding / Early literacy / Early Reading / Elementary School Students / FEATURE ARTICLE / Fluency / Instructional Design / Instructional intervention < Struggling learners / Instructional strategies; methods and materials / Intervention / Motivation / Motivation/engagement / Phonics; phonemic awareness; phonological awareness / Principles / Reading ability / Reading achievement / Reading comprehension / Reading Difficulties / Reading Motivation / Reading Skills / Struggling learners