Situated motivation in literacy instruction.

Abstract

The influence of traditional basal vs. whole language instruction and classroom literacy tasks on first graders' motivated behaviors were studied. Eighty-four children, half in whole language classrooms and half in basal classrooms, participated. Whole language was characterized by an integrated language arts approach, the use of predictable books, and the introduction of skills as needed to help children understand particular texts. Basal instruction was organized according to an ordered set of specific skills implemented through basal stories, workbooks, and worksheets. Literacy tasks were classified as open (i.e., more child-control, higher order thinking required, no one correct answer) or closed (i.e., teacher-designated, memory and algorithmic skills required, one correct answer). Observers recorded the type of literacy tasks children completed and children's voluntary use of five motivated behaviors: (1) use of reading strategies; (2) use of learning strategies; (3) persistence; (4) help-seeking; and (5) volitional control. Interviews tapped children's understanding of the purposes of literacy activities and their strategies. Log linear analysis showed that the strongest predictor of motivated behavior was the kind of literacy task that occupied students. During open tasks children persisted longer and used more reading strategies and volitional control regardless of whether in basal or whole language classrooms. Interview responses suggested that students in open tasks better understood the purposes of lessons and focused on the communicative aspects of literacy in contrast to surface features. In addition, these students named content learning or self-improvement as goals more often. Greater learning strategy use was the only motivated behavior that distinguished whole language from basal classes. Open tasks mediated the development of self-regulated behaviors through opportunities for higher order thinking, strategy use, and student task-definition and choice. Whole language classrooms encouraged independent strategy use through effective instruction, a wide variety of tasks, and opportunities for collaborative learning. The findings demonstrate that even young children can develop self-regulated behaviors in supportive contexts, suggesting that classroom environments exert a powerful effect on motivation for literacy. Practical implications include a re-examination of traditional first grade literacy tasks in light of the opportunities they afford for the development of motivation and self-regulation.