Karin L. Dahl

Toward a Social Constructivist Reconceptualization of Intrinsic Motivation for Literacy Learning

This conceptual essay critiques current understandings of childrens motivation for literacy learning, and argues for a reconceptualization of motivation that centers on the learner as agent in the social construction of meaning. The essay is illustrated with vignettes and examples drawn from two ethnographic studies conducted in whole-language classrooms. Both studies investigated childrens perspectives of their own literacy learning processes and their constructs of themselves as readers and writers.

Balanced Instruction: Insights and Considerations

Different conceptions of balanced literacy instruction are presented, along with information on the resarch and theory in support of each one. Practical implications for the classroom are described.