NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1179999
Record Type: Journal
Publication Date: 2018
Pages: 15
Abstractor: As Provided
ISSN: ISSN-1057-3569
Beyond Gold Stars: Improving the Skills and Engagement of Struggling Readers through Intrinsic Motivation
Orkin, Melissa; Pott, Martha; Wolf, Maryanne; May, Sidney; Brand, Elyssa
Reading & Writing Quarterly, v34 n3 p203-217 2018
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.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A