ERIC Number: EJ1236460
Record Type: Journal
Publication Date: 2019-Dec
Pages: 28
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1468-7984
EISSN: N/A
Supporting Primary Students' Reading Motivation over the Summer: An Investigation of Teachers' Instructional Literacy Practices and Perceptions in a Thematic Camp Setting
Erickson, Joy D.; Fornauf, Beth
Journal of Early Childhood Literacy, v19 n4 p487-514 Dec 2019
Autonomous motivation has long been linked to reading achievement in older students and recently has received attention for the role it plays in the achievement of younger children. Given America's nearly nationwide adoption of the Common Core State Standards (which emphasize skill acquisition), concern over whether and how reading motivation is fostered is warranted. Research indicates that child-centred methods support early reading interest. Furthermore, studies show and self-determination theory maintains that similar constructs (e.g. intrinsic motivation) are enhanced when instruction addresses students' basic psychological needs. This case study investigated the literacy practices of three primary teachers within a thematic summer camp for struggling readers. Goals included understanding (1) if teachers valued the cultivation of reading motivation, (2) whether they perceived differences in summer and school-year instruction and (3) how dominant practices supported motivation.
Descriptors: Elementary School Students, Children, Reading Motivation, Camps, Self Determination, Psychological Needs, Elementary School Teachers, Reading Difficulties, Reading Instruction, Summer Schools, Literacy Education, Common Core State Standards, Reading Writing Relationship, Teacher Attitudes, Personal Autonomy, Decision Making
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A