In particular, there was support for both the developmental hypotheses of Renninger and her colleagues ( Hidi & Renninger, 2006) and of Pressick-Kilborne and Walker (2002). Development in literacy skill and teachers’ methods of instruction and raising motivation provided affordances and constraints for literate activity and its accompanying motivations.
Analysis of field notes, teacher interviews, and child interviews suggests that children’s motivation for literacy is best understood in terms of development in specific contexts. Taking a grounded theory approach, content analysis of the child interview protocols identified the motivations that were salient to children at each grade level in each domain, looking for patterns by grade and school.
Children and their teachers were interviewed each year about the children’s motivation to read and write. In a 3-year longitudinal, mixed-method study, 67 children in two schools were observed during literacy activities in Grades 1–3.
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