Relations of reading skills and motivation with teaching styles in first grade
DOI:
https://doi.org/10.12697/eha.2014.2.1.04Keywords:
teaching practices, teaching styles, reading, motivation, interest, self-efficacyAbstract
Töö eesmärk oli analüüsida, kas ja kuidas erinevad esimese klassi laste lugemisoskus ja motivatsioon lapsekeskse, õpetajakeskse ja laps-domineeriva kasvatusstiiliga õpetajate klassides. Uuringus osalesid 440 õpilast ja nende õpetajad (N = 21). Esimese klassi alguses ja lõpus hinnati laste lugemistehnilisi oskusi ning motivatsiooni (huvi ja tajutud võimekust), klassi lõpus ka loetu mõistmist. Igas klassis vaadeldi kolme õppetundi, klassitegevused kodeeriti vaatlusmõõdiku ECCOM abil (Stipek & Byler, 2005). Vaatlustulemuste alusel jaotati õpetajad lapsekeskse (n = 8), õpetajakeskse (n = 7) ja laps-domineeriva (n = 6) kasvatusstiiliga õpetajateks. Õpetajate lapsekeskne kasvatusstiil seostus positiivselt ning õpetajakeskne ja laps-domineeriv stiil negatiivselt laste lugemisoskuse ja -huviga. Uurimuse tulemused täiendavad varasemaid teadmisi õpetaja tegevuste ja laste oskuste ja motivatsiooni seostest ning neil on praktiline väärtus õpetajakoolituses.
SummaryDownloads
Download data is not yet available.
References
<p>Aunola, K., Nurmi, J.E., Niemi, P., Lerkkanen, M.K., & RaskuPuttonen, H. (2002). Developmental dynamics of achievement strategies, reading performance and parental beliefs. <em>Reading Research Quarterly, 37</em>(3), 310–327.<a href="http://dx.doi.org/10.1598/RRQ.37.3.3"> http://dx.doi.org/10.1598/RRQ.37.3.3</a></p><p>Bandura, A. (1986). <em>Social foundations of thought and action: A social cognitive theory. </em>Englewood Cliffs, New Jersey: PrenticeHall.</p><p>Becker, M., McElvany, N., & Kortenbruck, M. (2010). Intrinsic and extrinsic reading motivation as predictors of reading literacy: A longitudinal study. <em>Journal of Edu- cational Psychology, 102(4), 773–785. </em><a href="http://dx.doi.org/10.1037/a0020084"><span style="text-decoration: underline;">http://dx.doi.org/10.1037/a0020084</span></a></p><p>Bergman, L. R., & ElKhouri, B. M. (2002). <em>Sleipner 2.1. </em>Retrieved from <a href="http://www2.psychology.su.se/sleipner/">http://www2.</a> <a href="http://www2.psychology.su.se/sleipner/">psychology.su.se/sleipner/</a>.</p><p>Cain, K. (2009). Children’s reading comprehension difficulties: A consideration of the precursors and consequences. In C. Wood & V. Connelly (Eds.), <em>Contemporary Perspectives on Reading and Spelling </em>(pp. 59–75). London: Routledge.</p><p>Connor, C. M., Morrison, F. J., Fishman, B. J., Ponitz, C. C., Glasney, S., Under wood, P. S., ... Schatschneider, C. (2009a). The ISI classroom observation system: Examining the literacy instruction provided to individual students. <em>Educational Researcher, 38(2), 85–99. </em><a href="http://dx.doi.org/10.3102/0013189X09332373">http://dx.doi.org/10.3102/0013189X09332373</a></p><p>Connor, C. M., Morrison, F. J., & Katch, L. E. (2004). Beyond the reading wars: Exploring the effects of childinstruction interactions on growth in early reading. <em>Scientific Studies of Reading, 8</em>(4), 305–336.<a href="http://dx.doi.org/10.1207/s1532799xssr0804_1"> http://dx.doi.org/10.1207/s1532799xssr0804_1</a></p><p>Connor, C. M., Piasta, S. B., Fishman, B., Glasney, S., Schatschneider, C., Crowe, E., ... Morrison, F. J. (2009b). Individualizing student instruction precisely: Effects of child × instruction interactions on first graders’ literacy development. <em>Child Development, 80<a href="http://dx.doi.org/10.1111/j.1467-8624.2008.01247.x">(1), 77–100. http://dx.doi.org/10.1111/j.14678624.2008.01247.x</a></em></p><p>Daniels, D. H., & Shumow, L. (2003). Child development and classroom teaching: A review of the literature and implications for educating teachers. <em>Applied Develop- mental Psychology, 23</em>(5), 495–526.<a href="http://dx.doi.org/10.1016/S0193-3973(02)00139-9"> http://dx.doi.org/10.1016/S01933973(02)001399</a></p><p>Deci, E., & Ryan, R. (2000). The „what” and „why” of goal pursuits: Human needs and the selfdetermination of behavior. <em>Psychological Inquiry, 11</em>(4), 227–268.<a href="http://dx.doi.org/10.1207/S15327965PLI1104_01"> http://dx.doi.org/10.1207/S15327965PLI1104_01</a></p><p>Eccles, J. S., & Wigfield, A. (2002). Motivational beliefes, values, and goals. <em>Annual Review of Psychology, 53</em>, 109–132.<a href="http://dx.doi.org/10.1146/annurev.psych.53.100901.135153"> http://dx.doi.org/10.1146/annurev.psych.53.100901.135153</a></p><p>Eccles, J., Wigfield, A., Harold, R. D., & Blumenfeld, P. (1993). Age and gender dif ferences in children’s self and task perceptions during elementary school. <em>Child Development, 64<a href="http://dx.doi.org/10.2307/1131221">(3), 830–847. http://dx.doi.org/10.2307/1131221</a></em></p><p>Georgiou, G. K., Parrila, R., & Papadopoulos, T. C. (2008). Predictors of word decod ing and reading fluency across languages varying in orthographic consistency. <em>Journal of Educational Psychology, 100</em>(3), 566–580.<a href="http://dx.doi.org/10.1037/0022-0663.100.3.566"> http://dx.doi.org/10.1037/00220663.100.3.566</a></p><p>Gettinger, M., & Kohler, K. M. (2011). Processoutcome approaches to classroom management and effective teaching. In C. M. Evertson & C. S. Weinstein (Eds.), <em>Handbook of classroom management: Research, practice, and contemporary issues </em>(pp. 73–95). New York, London: Routledge.</p><p>Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. <em>Journal of Educational Psychology, 82</em>(3), 525–538.<a href="http://dx.doi.org/10.1037/0022-0663.82.3.525"> http://dx.doi.org/10.1037/00220663.82.3.525</a></p><p>Guthrie, J. T., Hoa, A. L. W., Wigfield, A., Tonks, S. M., Humenick, N. M., & Littles, E. (2007). Reading motivation and reading comprehension growth in the later ele mentary years. <em>Contemporary Educational Psychology</em>, <em>32</em>(3), 282–313.<a href="http://dx.doi.org/10.1016/j.cedpsych.2006.05.004"> http://dx.doi.org/10.1016/j.cedpsych.2006.05.004</a></p><p>Guthrie, J., Wigfield, A., & Von Secker, C. (2000). Effects of integrated instruction on motivation and strategy use in reading. <em>Journal of Educational Psychology, 92</em>(2),<a href="http://dx.doi.org/10.1037/0022-0663.92.2.331"> 331–341. http://dx.doi.org/10.1037/00220663.92.2.331</a></p><p>Hamre, B., & Pianta, R. (2010). Classroom environments and developmental pro cesses: Conceptualization and measurement. In J. L. Meece & J. S. Eccles (Eds.), <em>Handbook of research on schools, schooling, and human development </em>(pp. 25–41). New York, London: Routledge.</p><p>Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. <em>Reading and Writing, 2<a href="http://dx.doi.org/10.1007/BF00401799">(2), 127–160. http://dx.doi.org/10.1007/BF00401799</a></em></p><p>Häyrinen, T., SereniusSirve, S., & Korkman, M. (1999). <em>Lukilasse</em>. Helsinki: Psyko logien kustannus.</p><p>Kalev, L. (2008). <em>Lugemisoskuse tase esimeses klassis </em>(Magistritöö). Tartu Ülikool, Tartu.</p><p>Kintsch, W. (1998). <em>Comprehension: A paradigm for cognition. </em>New York: Cambridge University Press.</p><p>Kintsch, W. (2013). Revisiting the construction−integration model of text compre hension and its implications for instruction. In D. E. Alvermann, N. J. Unrau, & R. B. Ruddell (Eds.), <em>Theoretical models and processes of reading </em>(pp. 807–839). Newark, Delaware: International Reading Association.<a href="http://dx.doi.org/10.1598/0710.32"> http://dx.doi.org/10.1598/0710.32</a></p><p>Landerl, K., & Wimmer, H. (2008). Development of word reading fluency and spell ing in a consistent orthography: An 8year followup. <em>Journal of Educational Psychology, 100<a href="http://dx.doi.org/10.1037/0022-0663.100.1.150">(1), 150–161. http://dx.doi.org/10.1037/00220663.100.1.150</a></em></p><p>Lepola, J., Niemi, P., Kuikka, M., & Hannula, M. M. (2005). Cognitivelinguistic skills and motivation as longitudinal predictors of reading and arithmetic achievement: A followup study from kindergarten to grade 2. <em>International Journal of Educational Research, 43<a href="http://dx.doi.org/10.1016/j.ijer.2006.06.005">(4–5), 250–271. http://dx.doi.org/10.1016/j.ijer.2006.06.005</a></em></p><p>Lerkkanen, M.K., Kikas, E., Pakarinen, E., Trossmann, K., Poikkeus, A.M., Rasku Puttonen, H., ... Nurmi, J.E. (2012a). A validation of the Early Childhood Class room Observation Measure in Finnish and Estonian kindergartens. <em>Early Education and Development, 23</em>(3), 323–350.<a href="http://dx.doi.org/10.1080/10409289.2010.527222"> http://dx.doi.org/10.1080/10409289.2010.527222</a></p><p>Lerkkanen, M.K., Kiuru, N., Pakarinen, E., Viljaranta, J., Poikkeus, A.M., Rasku Puttonen, H., ... Nurmi, J.E. (2012b). The role of teaching practices in the deve lopment of children’s interest in reading and mathematics in kindergarten. <em>Con- temporary Educational Psychology, 37</em>(4), 266–279.<a href="http://dx.doi.org/10.1016/j.cedpsych.2011.03.004"> http://dx.doi.org/10.1016/j.cedpsych.2011.03.004</a></p><p>Lindeman, J. (1998). <em>ALLU – Ala-asteen lukutesti. </em>Åbo: Åbo Akademis förlag.</p><p>McCombs, B. (2010). Learnercentered practices: Providing the context for positive learner development, motivation, and achievement. In J. L. Meece & J. S. Eccles (Eds.), <em>Handbook of research on schools, schooling, and human development </em>(pp. 60–74). New York, London: Routledge.</p><p>McGraw, K. O., & Wong, S. P. (1996). Forming inferences about some intraclass cor relation coefficients. <em>Psychological Methods, </em><em>1</em>(1), 30–46.<a href="http://dx.doi.org/10.1037/1082-989X.1.1.30"> http://dx.doi.org/10.1037/1082989X.1.1.30</a></p><p>Mõttus, M. (2013). <em>Sõnade äratundmise testi katsetamine 1.</em>–<em>3. klassi õpilaste lugemis- oskuse hindamisel </em>(Seminaritöö)<em>.</em><em> </em>Tallinna Ülikooli psühholoogia instituut.</p><p>Oakhill, J., & Cain, K. (2007). Introduction to comprehension development. In</p><p>K. Cain & J. Oakhill (Eds.), <em>Children’s comprehension problems in oral and written language: A cognitive perspective </em>(pp. 3–40). New York: The Guilford Press.</p><p>Perfetti, C. A. (1994). Psycholinguistics and reading ability. In M. A. Gernsbacher (Ed.), <em>Handbook of psycholinguistics </em>(pp. 849–894)<em>. </em>San Diego: Academic Press.</p><p>Perry, K. E., Donohue, K. M., & Weinstein, R. S. (2007). Teaching practices and the promotion of achievement and adjustment in first grade. <em>Journal of School Psychology, 45<a href="http://dx.doi.org/10.1016/j.jsp.2007.02.005">(3), 269–292. http://dx.doi.org/10.1016/j.jsp.2007.02.005</a></em></p><p>Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic defi nitions and new directions<em>.</em><em> Contemporary Educational Psychology, 25</em>(1)<em>, </em>54–67.<a href="http://dx.doi.org/10.1006/ceps.1999.1020"> http://dx.doi.org/10.1006/ceps.1999.1020</a></p><p>Schunk, D. H. (1999). Socialself interaction and achievement behavior. <em>Educational Psychologist, 34<a href="http://dx.doi.org/10.1207/s15326985ep3404_3">(4), 219–227. http://dx.doi.org/10.1207/s15326985ep3404_3</a></em></p><p>Soodla, P., Vija, M., & Pajusalu, R. (2013). Eesti ja soome sõnalugemistestide võrdlus.</p><p><em>Eesti</em><em> Rakenduslingvistika Ühingu aastaraamat, 9</em>, 279–296.<a href="http://dx.doi.org/10.5128/ERYa9.18"> http://dx.doi.org/10.5128/ERYa9.18</a></p><p>Stipek, D., & Byler, P. (2004). The early childhood classroom observation measure. <em>Early Childhood Research Quarterly, 19</em>(3), 375–397.<a href="http://dx.doi.org/10.1016/j.ecresq.2004.07.007"> http://dx.doi.org/10.1016/j.ecresq.2004.07.007</a></p><p>Stipek, D., & Byler, P. (2005). <em>Early childhood classroom observation measure: Coding manual. </em>Retrieved from authors electronically.</p><p>Stipek, D. J., Feiler, R., Byler, P., Ryan, R., Milburn, S., & Miller Salmon, J. (1998). Good beginnings: What difference does the program make in preparing young children for school? <em>Journal of Applied Developmental Psychology, 19</em>(1), 41–66.<a href="http://dx.doi.org/10.1016/S0193-3973(99)80027-6"> http://dx.doi.org/10.1016/S01933973(99)800276</a></p><p>Stipek, D., & MacIver, D. (1989). Developmental change in children’s assessment of intellectual competence. <em>Child Development, 60</em>(3), 521–538.<a href="http://dx.doi.org/10.2307/1130719"> http://dx.doi.org/10.2307/1130719</a></p><p>Zimmerman, B. J. (2000). Selfefficacy: An essential motive to learn. <em>Contemporary Educational Psychology</em>, <em>25<a href="http://dx.doi.org/10.1006/ceps.1999.1016">(1), 82–91. http://dx.doi.org/10.1006/ceps.1999.1016</a></em></p><p>Torppa, M., Eklund, K., van Bergen, E., & Lyytinen, H. (2011). Parental literacy predicts children’s literacy: A longitudinal familyrisk study. <em>Dyslexia, 17</em>(4), 339–<a href="http://dx.doi.org/10.1002/dys.437"> 355. http://dx.doi.org/10.1002/dys.437</a></p><p>Vabariigi Valitsus (2010). Põhikooli riiklik õppekava. <em>Riigi Teataja I 2010, 6, 22. </em>Külastatud aadressi<a href="https://www.riigiteataja.ee/akt/13273133">l https://www.riigiteataja.ee/akt/13273133.</a></p><p>Walker, J. M. T. (2008). Looking at teacher practices through the lens of parenting style. <em>The Journal of Experimental Education, 76</em>(2), 218–240.<a href="http://dx.doi.org/10.3200/JEXE.76.2.218-240"> http://dx.doi.org/10.3200/JEXE.76.2.218240</a></p><p>Wentzel, K. (2010). Students’ relationships with teachers. In J. L. Meece & J. S. Eccles (Eds.), <em>Handbook of research on schools, schooling, and human development </em>(pp. 75–91). New York, London: Routledge.</p><p>Wigfield, A., & Eccles, J. S. (2000). Expectancyvalue theory of achievement motiva tion. <em>Contemporary Educational Psychology, 25</em>(1), 68–81.<a href="http://dx.doi.org/10.1006/ceps.1999.1015"> http://dx.doi.org/10.1006/ceps.1999.1015</a></p><p>Wigfield, A., & Guthrie, J. T. (1997). Relations of children’s motivation for reading to the amount and breath of their reading. <em>Journal of Educational Psychology, 89</em>(3),<a href="http://dx.doi.org/10.1037/0022-0663.89.3.420"> 420–432. http://dx.doi.org/10.1037/00220663.89.3.420</a></p><p>Wigfield, A., Guthrie, J. T., Tonks, S., & Perencevich, K. C. (2004). Children’s moti vation for reading: Domain specificity and instructional influences. <em>The Journal of Educational Research, 97</em>(6), 299–309.<a href="http://dx.doi.org/10.3200/JOER.97.6.299-310"> http://dx.doi.org/10.3200/JOER.97.6.299310</a></p><p>Wilson, K. M., & Trainin, G. (2007). Firstgrade students’ motivation and achieve ment for reading, writing, and spelling. <em>Reading Psychology, 28</em>(3), 257–282.<a href="http://dx.doi.org/10.1080/02702710601186464"> http://dx.doi.org/10.1080/02702710601186464</a></p><p> </p><p><a href="http://eha.ut.ee/wp-content/uploads/2014/04/2_04_soodla_kikas_summary.pdf">Summary</a></p>
Downloads
Published
2014-05-01
How to Cite
Soodla, P., & Kikas, E. (2014). Relations of reading skills and motivation with teaching styles in first grade. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 2(1), 67–95. https://doi.org/10.12697/eha.2014.2.1.04
Issue
Section
Articles
License
The authors who publish in Eesti Haridusteaduste Ajakiri. Estonian Journal of Education agree to the following terms:
- This journal provides immediate open access to its content. All the articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
- Authors grant the journal right of (1) first publication and distribution of the article, (2) making it available to public, (3) public presentation.
- Authors have the right to enter into separate contractual arrangements for posting the article to an institutional repository or publish it in a book with an acknowledgement of its initial publication in this journal.
- Authors are permitted to post citations from their work online (e.g. on their website) with an acknowledgement of its initial publication in this journal (see Open Access).
