The Influence of Literacy Tracking and Feedback on Student Motivation

Charity Dowell

INTRODUCTION

BackgroundResearcherPoint of OriginForming the question

Stages of Reading Community Whole group strategies Individual strategies Collaboration

Literature Review

“We need to consider, then, how teachers can encourage metacognitive activity in students. A growing body of research strongly supports a role for teachers in the metacognition of students.”Parsons, R., Hinson, S., & Brown, D. (2001)

Differentiated instruction

Narrowing the scope

Effective literacy instruction

Relevance

Development of Research…

Research design Critical awareness

“Goal setting and feedback…engage what many researchers and theorists refer to as the metacognitive system of thinking.” Marzano, R., Pickering, D., & Pollock, J. (2001).

Importance & relevance Developmentally appropriate Guidance and challenge

Timeline Process, standards, & collaboration

Tools of Inquiry Qualitative Quantitative

Self Reflection and Ethical Concerns

Methodology

Literacy tracking

Feedback Interviews

Gathering Evidence…

Interpreting data…

53% of students scared during initial WCPM activities

Text discrepancies

Genre of text

Limited language

Motivation, extrinsic or intrinsic?

Cognitive development

Assessment of prior knowledge

Clearly defined goalsCritical awareness of how learning occurs

Development of linguistic registers

Implications…

LIMITATIONS OF RESEARCH…

Time constraintsMaturity of participantsGenre of literatureFlaws with tools of inquiry

Order of interview questionsText used to calculate WCPMUse of tape recorder

Opportunities for collaboration andFeedback of educators by educators

Action Research

Policy Suggestions…

Students motivation is influenced in a positive way by literacy tracking and feedback.

Intrinsic motivation is increased when cognitive strategies are employed.

Awareness of how one learns best is developed when student have ownership of learning.

Conclusion…

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