Motivation & Literacy Across the Lifespan

1. Motivation & Literacy Across the Lifespan April 24, 2007

2. Framework for Reading Motivation(Wigfield & Guthrie [1997], as cited in Baker, 2003) Motivation to read: Self-Efficacy Student’s purposes/goals for reading Social aspects of reading

3. Self-Efficacy (believing you can be • a successful reader): • Challenge • Avoidance • Student’s purposes/goals for reading • can be: • Intrinsic • Extrinsic • Social aspects of reading can be: • Social • Compliance

4. The 6 “Cs” (Turner & Paris, 1995) • Choice – look for/build on student interests • Challenge – moderately challenging; individualized • Control – structured, but balanced between student- teacher-directed activities • Collaboration – peer and small group activities • Constructive comprehension – embed literacy into meaningful activities across the day • Consequences – open-ended activities encourage self-evaluation (metacognition)

5. Enhance motivation by creating open-ended literacy tasks that are meaningful to students and that incorporate the six “Cs”(Turner & Paris, 1995) Example of a Closed Activity: This story was about a ________. The pig went to a __________.

6. Enhance motivation by creating open-ended literacy tasks that are meaningful to students and that incorporate the six “Cs”(Turner & Paris, 1995) Example of an Open-ended Activity: Planning a birthday party for Clifford, The Big Red Dog • Writing invitations • Writing a story • Creating a list of guests • Following a recipe to bake a cake, etc

7. Small Group Activity • Spend 15 minutes working on the Ryndak article in your Small Group Use your roles and the information you prepared to facilitate discussion • Be ready to share/discuss with the larger group after your Small Group finishes its discussion. • Turn in your sheets for 2 EC points