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The development of first graders' reading skill as a function of pre-school motivational orientation and phonemic awareness |
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| Authors: | Pekka Salonen Janne Lepola Pekka Niemi |
| Institution: | 1. Department of Teacher Education in Rauma, University of Turku, Seminaarinkatu 1, FIN-26100, Rauma, Finland 2. Department of Education, University of Turku, Lemmink?isenkatu 1, 20520, Turku, Finland 3. Department of Psychology, University of Turku, FIN-20014, Turku, Finland |
| Abstract: | This study examined the development of reading skill during the first school year. The predictors were pre-school motivational orientations, coping tendencies, knowledge of the alphabet and phonemic awareness. From 151 pre-school children (6 years of age) rated by pre-school teachers on motivational orientations, 32 non-readers were allocated according to their dominating motivational disposition to one of the following extreme groups: task orientation, social dependence, ego-defensive, and multiple non-task-oriented. Each group included 8 children. The subjects' phonemic awareness and knowledge of the alphabet were assessed. Coping strategies were observed in pre-school during a play-like construction task comprising three induced pressure episodes. At the end of the first grade the children were assessed on word reading skill and again on motivational orientation. Both group comparisons and idiographic analyses were made. Results indicated that pre-school phonemic awareness was associated with first grade word reading skill. Rated task orientation in pre-school enhanced significantly the prediction of fluent word reading. Task-oriented children showed significantly better word reading skill than ego-defensive or multiple non-task-oriented children. Ego-defensive and multiple non-task-oriented subjects showed significantly less task oriented, and more ego-defensive, coping behaviour under pressure than task-oriented subjects. This finding suggests greater vulnerability of ego-defensive and multiple non-task-oriented children which may contribute to diverging reading careers. Idiographic analyses indicated parallel developmental changes in reading skill, motivational orientations and coping patterns confirming the role of motivation in the formation of an individual's reading career. |
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