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A cross-cultural perspective of
early literacy motivation
SUSAN ANDERS MAZZONI
LINDA B. GAMBRELL
RIITA-LIISA KORKEAMA¨KI
In both the United States and Finland, firstgraders’ reading motivation increased
significantly across the course of the school year
while second-graders’ reading motivation did not.
from Journal of Reading Psychology, 1999
Mazzoni and Gambrell 1999, A cross-cultural perspective of early literacy motivation
Rationale of the Study
Positive reading motivation has been associated with a
number of desirable outcomes including higher reading
achievement, deeper cognitive processing, greater
conceptual understanding, and willingness to persevere
when reading is difficult.
Previous research has documented that hildren’s
reading motivation tends to decrease across grades
one through six.
However, most studies concerning literacy motivation
have focused on older students or have investigated
changes in literacy motivation across grade levels. Little
is known about changes in reading motivation during
the early grades, especially across the course of a
school year.
Mazzoni and Gambrell 1999, A cross-cultural perspective of early literacy motivation
Purpose of the Study
Our goal was not to focus on differences
between American and Finnish children’s
reading motivation, since differences could be
due to a wide variety of factors that are beyond
the scope of this article.
Instead, 0ur goal was to determine if there are
developmental trends in early literacy
motivation regardless of cultural context or
patterns that are universal across the home and
school cultures of both countries.
Mazzoni and Gambrell 1999, A cross-cultural perspective of early literacy motivation
Subjects
412 children from Finland
208 first-grade and 204 second-grade children
4 four elementary schools in Oulu
relatively homogeneous and of middle-income
families
744 children from the United State
371 first-grade and 373 second-grade children
5 elementary schools located within a
predominantly suburban county in a northeastern
coastal state
ethnically homogeneous (Caucasian)
Mazzoni and Gambrell 1999, A cross-cultural perspective of early literacy motivation
Instrument
The Children’s Reading Motivation Survey (Gambrell,
1996)
Prepared in English and translated to the Finnish
language
17 multiple-choice items
Designed to measure the reading motivation and
behaviors of young children
Reliability: Cronbach’s alpha:
72 for the U.S.
.65 for Finland.
Mazzoni and Gambrell 1999, A cross-cultural perspective of early literacy motivation
Survey Administration
Just prior to administering the survey, reading
specialists provided whole-class instruction including a
demonstration of how children should record their
responses on the multiple choice survey form. Two
practice questions were provided.
Each item on the survey was read aloud twice by the
reading specialists
Children were asked to think about and circle their most
honest answer to each question.
The motivation survey took approximately 15 minutes to
administer to each class.
Mazzoni and Gambrell 1999, A cross-cultural perspective of early literacy motivation
Results
Mazzoni and Gambrell 1999, A cross-cultural perspective of early literacy motivation
Results 1/2
Were there differences with respect to changes in children’s
reports about literacy motivation across the school year?
MANOVA tests revealed
Changes in the reading motivation scores between fall
and spring administrations were significant and
positive for Finnish and American first grade, F (1,
433)=32.28, p < .01.
No significant change for Finnish or American second
graders’ reading motivation scores between fall and
spring administrations, F (1, 470) =1.89, p = .170.
Mazzoni and Gambrell 1999, A cross-cultural perspective of early literacy motivation
Results 2/2
Were there differences with respect to gender?
Girls’ scores were significantly higher than
boys’ at the first and second grade levels in
both Finland and the United States [first
graders: F (1,484) = 67.71, p = .001; second
graders: F (1, 244) = 17.30, p = .001.]
Discussion 1/2
This finding is significant since previous research
has reported a decline in reading attitude across
grades one through six (McKenna et al., 1995);
however, our research suggests that there is an
increase in reading motivation within both cultures
during the first grade.
This finding suggests not only the importance of
schooling in literacy development, but that first
grade is a critical period for affective orientation
and engaging in literacy activities.
Discussion 2/2
The results of this study with respect to gender are
consistent with the findings of other researchers
who reported that girls tended to possess more
positive attitudes toward reading than boys.
In our study, girls possessed higher reading
motivation than boys at the first and second grade
levels in both Finland and the United States.
Limitations
Cultural differences in the way in which
Finnish and American individuals interpreted
survey questions
The American population was selected for a
matched comparison. This is both a strength
and limitation of our study. Clearly, the
results we have presented are not
generalizable to the U.S. population.