Incorporating Motivation Into Early Literacy Learning: A Systematic Review of the Literature (Poster 27)

• In Event: AERA Poster Session Twelve
  In Poster Session: Learning and Motivation in Social and Cultural Contexts 1

Abstract

Persistent low literacy among US students is a complex problem with adverse effects that play out across the lifetime of a child. Some argue that early literacy instruction is disconnected from the social and contextual factors that help shape diverse learning communities, including motivational phenomena. To date, no comprehensive examination has been conducted to understand the ways motivational constructs help and hinder literacy learning in its early stages. In this systematic review of research on preK-3rd grade literacy instruction, I review work that incorporates contextual and motivational phenomena, and argue for the need to integrate our predominantly cognitivist approach to literacy learning within a broader sociocultural approach that acknowledges students’ individual and cultural variability in conjunction with their learning needs.

Author

• Jessica Hadid, Temple University
  Presenting Author