Motivational Theory: Corrective Reading [Conclusion]

Conclusion:

Evidence of careful consideration and balance in understanding the importance of encouraging students to transition from extrinsic motivation toward  intrinsic motivation when learning is apparent within the Corrective Reading's (2008) approach to program design and delivery techniques.  The application of goal-oriented motivational strategies that foster effort based attribution to success and setbacks assists learners in understanding that learning and the acquisition of skills and knowledge increases self-efficacy.  In identifying that the Corrective Reading (2008) program contains strong elements of both extrinsic and intrinsic motivational strategies, and that the direct instruction design has a strong evidence base that supports increase in student affect (Carnine, 2000), educational institutions choosing to implement this program should do so with confidence.

Regarding the Corrective Reading (2008) program and the perceived problem posited within the initial post suggesting that, corrective programs fail students as the result of lacking motivational substance, the alleviation of this motivational concern provides implementors not only confidence in using the program, but also more time to focus on implementation issues rather than program adoption concerns.  For example, implementors can spend more time discussing student and teacher progress within the program.  Implementation discussions [rather than discussion on program adoption] provide opportunities for implementors to measure and report on student and teacher success as well as identify opportunities for additional professional development directly related to the use the program.

Reference

Carnine, D. (2000). Why education experts resist effective practices and what it would take to make education more like medicine [Online exclusive]. Thomas B. Fordham Institute: Advancing Educational Excellence. Retrieved April 1, 2000, from http://www.edexcellence.net/issues/results.cfm?withall=doug+carnine&search_btn.x=0&search_btn.y=0

Engelman, S., Hanner, S., & Johnson, G. (2008). Corrective reading: Series guide. Columbus, OH: McGraw-Hill

Motivational Theory: The Corrective Reading Program [Part 2]

Correctie Reading & Attribution Approach to Motivation

The Corrective Reading (2008) program, being an intensive reading intervention program recognizes that students that place into the program may either attribute their lack of reading success to intrinsic or extrinsic factors that are as Martinez (2010) indicated, either stable or unstable and either controllable or uncontrollable.  Evidence of this can be found in the scripted routine cards that remind teachers to provide positive verbal reinforcement to students as they [the students] indicate that learning [or successful application] of a skill or strategy occurred.  These occurrences of praise encourage students to recognize that the effort that they put forth during the lesson lead to the successful acquisition [or application] of a skill or strategy that was taught.  Martinez (2010) posited,

Effort is arguably the most desirable attribution.  Effort is universally adaptive because if a person has experienced success, that person will continue to apply effort in the future.  If there has been a failure or setback, there is recourse to trying again and trying harder (p.170).

Not only is Martinez's (2010) point evident in the scripted routines within the program, but it is also embedded in the design of the program that is based on students learning to mastery.

The goal of attributing success and setbacks to student effort through attention and engagement during instruction is also encouraged during the professional development that teachers engage in prior to teaching the program.  It is critical that teachers understand the importance of controlling the learning environment ~ that is, the instruction that is being provided so that students are able to understand and internalize what is being taught.  When student errors occur they are identified as information of either ambiguous instruction or the need for additional practice.  The teacher models the correct understanding [as provided by the program] encouraging students to re-process the pattern of instruction that is being provided and then engages the students in trying again (Marchand-Martella, Slocum, & Martella, 2004).  Upon completion of the teacher-directed instruction whereas students are brought to a high level of success in the skills or strategies that were taught, students are provided student-centered activities to complete.  During the student-centered activities students engage in applying what was taught [and learned at a high level of accuracy] during the teacher-directed instruction in a meaningful way that is independent and reflective of student learning.  The successful application of learning at an independent level reinforces that learning is related to effort.  The message to the students is, with hard work, attention to detail, and practice, you will learn; all of which are prominent elements within the domain of effort.

References

Engelman, S., Hanner, S., & Johnson, G. (2008). Corrective reading: Series Guide. Columbus, OH: McGraw-Hill

Marchand-Martella, N. E., Slocum, T. A., & Martella, R. C. (2004). Introduction to direct instruction. New York, NY: Pearson Education Inc..

Martinez, M. E. (2010). Learning and cognition: The design of the mind. Upper Saddle River, NJ: Merrill, Pearson Education Inc..

Motivational Theory: The Corrective Reading Program

About Corrective Reading:

The Corrective Reading program (Engelman, S., Hanner, S., & Johnson, G, 2008) is an intensive reading intervention program that most closely subscribes to the operant conditioning and cognitive information processing approaches to learning.  Utilizing a direct instruction approach as applied to student learning, the Corrective Reading program (Engelman et al, 2008) directs its attention on teacher and student interaction throughout the presentation of instruction. The direct instruction model encourages high levels of student-teacher interaction throughout lessons stimulated by teacher engagement in specific critical behaviors aligned with best practices and careful monitoring of student responses (Huitt, 2003).  This approach, when executed with proficiency, directly impacts four basic effects of motivation as outlined by Ormrod (2008):

• Individuals' activity and energy levels are increased
• Clear expectations direct individuals toward explicit goals
• Mastery teaching promotes peresistence in activities
• Unambiguous instruction promotes the use of evidence-based learning strategies that are highly generalizable.

Corrective Reading & Goal Oriented Motivation

The Corrective Reading program (Engelman et al, 2008) is most closely aligned to a goal oriented model of motivation that appears to be extrinsic in its approach.  As provided by Gredler (2009), goal oriented models of motivation center around behavioral intentions that encourage mastery learning, progression and attainment of skills, and an increase in self-efficacy through the experience of success.  Through the use of a carefully constructed program design coordinated with effective delivery practices, the Corrective Reading program (Engelman et al, 2008) addresses each of the goal oriented intentions.  For example, through on-going progress monitoring tools and clearly defined remediation strategies that parallel carefully planned corrective feedback and encouragement, the Corrective Reading program (Engelman et al, 2008) is created to hinge on student mastery of information that is presented.  Carefully sequenced activities that follow a track based model encouraging mastery of pre-skills that build upon each other until they can be applied as rules across multiple occurrences provides students with an understanding and the recognition of self progression as new skills are learned.  As Bandura (1994) indicated, the attainment and the recognition of success, in this case the acquisition of academic skills, breeds an increase in self-esteem as well as self-efficacy as students progress through the program.

While the Corrective Reading program (Engelman et al, 2008) is carefully constructed to encourage extrinsic motivation through a goal oriented model of motivation that is effective in keeping students engaged in instruction and interested in learning, it is important to recognize that there is an embedded approach within the program focused on fostering intrinsic motivation that is closely aligned with the attribution approach to motivation.

References

Bandura, A. (1994). Self-efficacy. In V.S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol.4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).

Engelman, S., Hanner, S., & Johnson, G. (2008). Corrective reading: Series Guide. Columbus, OH: McGraw-Hill

Gredler, M. E. (2009). Learning and instruction: Theory into practice (6th ed.). Upper Saddle River, NJ: Pearson.

Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved from http://www.edpsycinteractive.org/topics/cogsys/infoproc.html

Ormrod, J. E. (2008). Human learning (5th ed.). Upper Sadler River, NJ: Pearson Merrill Prentice Hall.