Why it matters
Recent research (2008–2024) highlights that integrated instructional approaches—those combining cognitive reading strategies (e.g., questioning, summarizing) with motivational supports (e.g., student choice, goal-setting, self-efficacy)—are the most effective at improving both reading achievement and engagement in adolescents, especially in grades 4–9.
Key concepts for EPP coursework
- Adolescent literacy development
- Goes beyond basic decoding; involves engaging with academic texts across disciplines.
- Requires instruction in vocabulary, comprehension, fluency, and motivation.
- Reading motivation theories
- Self-determination theory: Motivation thrives with autonomy and choice.
- Self-efficacy theory: Students must believe they can succeed.
- Attribution theory: Students benefit from attributing success to effort and strategy.
What works: Multi-component instructional models
- Proven programs to highlight in coursework
- CORI: Combines content instruction, strategy use, and motivation (choice, collaboration).
- STARI and PHAST: Explicit strategy instruction + motivational supports (e.g., goal-setting, effort-based praise).
- Instructional tier integration
- Tier 1: Embed motivational supports into general education literacy instruction.
- Tiers 2 and 3: Intensify supports with explicit, individualized instruction—especially for students with disabilities.
EPP applications
- Embed into methods courses
- Design sample lessons that integrate strategy instruction + motivational supports.
- Emphasize foundational skills like multisyllabic word reading and fluency, even in upper grades.
- Clinical and simulation experiences
- Include mixed-reality or practicum scenarios where candidates must address declining adolescent motivation, implement engagement strategies, or support struggling readers.
- Include mixed-reality or practicum scenarios where candidates must address declining adolescent motivation, implement engagement strategies, or support struggling readers.
- Faculty development and curriculum mapping—Ensure EPP faculty across general and special education understand how to:
- Incorporate motivation-enhancing practices
- Differentiate instruction for diverse learners (e.g., English learners, students with disabilities)
- Align with MTSS and evidence-based literacy frameworks
Key recommendations
- Treat motivation as a core element of adolescent literacy instruction—not an add-on.
- Prioritize culturally relevant materials, collaborative learning, and choice.
- Help candidates understand the “why” behind motivation—grounded in theory and practice.
- Emphasize longer-duration, sustained supports, especially in Tier 1 settings.
The information provided in this summary is based on findings from Instructional Interventions or Practices to Support Adolescent Motivation and Engagement in Literacy Learning: A Systematic Review.
