The development of motivational orientations as a function of divergent reading careers from pre-school to the second grade

In this study, we examined the developmental relationship of children's mot ivational orientations and reading skills from pre-school to the 2nd grade. Forty-eight children with differing word reading careers were identified f rom 115 pre-school non-readers. Pre-schoolers were assessed for cognitive-l inguistic skills and motivational orientation (ratings on task-, ego-defens ive, and social dependence orientation). The situational manifestations of orientations were observed during construction tasks comprising three press ure episodes. The motivational assessments were replicated (experimenter an d teacher ratings) and decoding and reading comprehension tests were admini stered in the Ist and ?nd grades, On the basis of low, average and high pre -school phonemic awareness and word reading achievement in the Ist and 2nd grades, two regressive and two progressive word reading career groups were formed. The results showed that the regressive and the progressive reading career groups of matching initial phonemic awareness and verbal ability did not differ motivationally at pre-school age, but showed distinctive motiva tional orientation across contexts by the end of the second school year. A case analysis demonstrates the interactive formation of motivational orient ation during reading instruction. These findings suggest that the developme ntal interaction of learning sk;ills and motivational tendencies contribute to the differing reading careers. (C) 2000 Elsevier Science Ltd. All right s reserved.