The motivational enhancement of a strategic oriented learning interventionin early literacy acquisition

Since the establishing of instructional research, strategic oriented learni ng interventions are seen as promising contributions to close the gap betwe en basic research and the improvement of every day schooling practice. As o ne way of improvement, "learning to learn" is discussed. This can be foster ed by offering an object immanent motivational orientation in addition to s trategic learning elements. Taking into account these thoughts, a motivatio nal enhancement of a successful strategic oriented intervention was underta ken. The content of this intervention consisted of the acquisition of the p honological analysis strategy and the control strategy of the reading actio n. In addition the use of writing in every day practice was offered as moti vational orientation. The intervention took place in the second half of the first grade within a quasi-experimental design with a non-treatment contro l group, pre-, posttest, and a half-year follow-up. Although increased effo rt in comparison to the reference study, the study reported does not show a ny cognitive effects. These findings are discussed in consideration of exis ting divergent and convergent results.