The Role of Gender and Reading Competence in the Development of Motivational Orientations from Kindergarten to Grade 1

Autor/in	Lepola, Janne
Titel	The Role of Gender and Reading Competence in the Development of Motivational Orientations from Kindergarten to Grade 1
Quelle	In: Early Education and Development, 15 (2004) 2, S.215-240 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1207/s15566935eed1502_5
Schlagwörter	Grade 1; Reading Difficulties; Kindergarten; Reading Failure; Prerequisites; Gender Differences; Student Motivation; Longitudinal Studies; Reading Skills; Reading Comprehension; Phonemics; Foreign Countries; Preschool Children; High Risk Students; Correlation; Child Development; Developmental Stages; Finland + Suchen Sie Ihr Suchwort? School year 01; 1. Schuljahr; Schuljahr 01; Reading difficulty; Leseschwierigkeit; Reading disability; Reading weakness; Leseschwäche; Voraussetzung; Geschlechterkonflikt; Schulische Motivation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Reading skill; Lesefertigkeit; Leseverstehen; Fonemsystem; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Problemschüler; Korrelation; Kindesentwicklung; Finnland
Abstract	This longitudinal study examined gender differences in motivation and the role of reading prerequisites, that is phonemic and comprehension skills, in the formation of motivational tendencies from kindergarten up to grade 1. The longitudinal sample consisted of 157 Finnish-speaking children. Teachers rated children's adaptive goals, (i.e. task orientation and social dependence orientation) at four points of time, kindergarten-spring, preschool-fall, preschool-spring and in the fall of grade 1. Children's phonemic awareness and language comprehension skills were assessed in kindergarten at the initiation of the study (i.e. initial phoneme identification, rhyming, writing of the alphabet, listening and instruction comprehension). Word reading and reading comprehension skills were assessed at the end of grade 1 in the three groups of children at risk for reading failure and in children with high reading prerequisites. The results showed that gender and early phonemic and language comprehension differences were associated with divergent motivational-developmental trajectories. Children with low phonemic or low language comprehension skill showed higher social dependence and lower task orientation over time than children with high initial reading prerequisites. In particular, boys with low reading prerequisites underwent a negative motivational change. The group of children who had poor phonemic and poor language comprehension skills showed most unfavorable development of motivation and reading. Findings concerning motivational trajectories are discussed with regard to the lack of fit between child's competence and curriculum demands. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: https://www.LEAonline.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10