Motivation & Literacy Across the Lifespan April 24, 2007

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

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

The 6 “Cs” ( Turner & Paris, 1995) CChoice – look for/build on student interests CChallenge – moderately challenging; individualized CControl – structured, but balanced between student- teacher-directed activities CCollaboration – peer and small group activities CConstructive comprehension – embed literacy into meaningful activities across the day CConsequences – open-ended activities encourage self-evaluation (metacognition)

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 __________.

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

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