Table 1
The Presence of Specific Motivational Issues Related to Remedial Reading Programs

Motivational Feature	DISTAR	PHAST	Early Steps	Reading Recovery	Reading Apprent.
Gains in Reading Efficacy Readers explicitly observe skill progress	N*	N*	N*	N*	N*
Readers gain meaningful skill	Y	Y	Y	Y	N
Instruction in reading strategies and self-monitoring	N	Y	Y	Y	N
A developmental and individualized approach to remedial instruction Lessons are tailored to meet individual needs beyond whold group instruction	N	N*	Y	Y	Y
Adresses task value (builds intrinsic motivation) Interest value (book/ activity choice)	N	N*	Y	Y	Y
Attainment value	N*	N*	N*	N*	Y
Utility value	N*	N*	Y	Y	Y
Incorporates goal development Goals are self-set (by the student)	N*	N*	N*	N*	N*
Specific and challenging mastery goals	N*	N*	N*	N*	N*
Monitors progress toward goal attainment	N*	N*	N*	N*	N*
Emphasis on mastery rather than Performance goal orientation Focus is on individual progress with as little competition as possible	N	N*	Y	Y	Y
Emphasis on social interaction around reading Meaningful peer discussions	N	N*	N	N	N
Outcome attribution training Students given one-on-one time devoted to attribution training where outcomes are viewed as the result of gains in ability and expended effort	N	N*	N*	N*	N*

Note:

“Y” indicates that the program already addresses the issue
“N” indicates that the program does not adequately address the issue
“N*” indicates that although the existing program does not address the issue, it could be easily incorporated into the existing program’s structure

Synopsis of Our Findings