Motivational-emotional vulnerability and difficulties in learning to read and spell

Background. Although the relationship between motivation and learning problems has been studied in older children, little is known about how these factors interact during the first years of schooling or even earlier. Aims. To compare the development of motivational-emotional profiles from preschool to grade 2 between groups classified as poor readers, good decoders and good readers in grade 2. To study the possibility that diverging motivational-emotional paths occur concomitantly with school experience. Sample. A total of 127 children were followed longitudinally from preschool up to the second grade. In preschool, their mean age was 6 years 8 months. Method. Two different methods tapping motivational-emotional vulnerability were used. Firstly, researchers at preschool age and classroom teachers in grades I and 2 rated children's task, ego-defensive and social dependence orientations. Secondly, an experimental situation was arranged each year where children's play behaviour with LEGO(R) bricks was observed in free play vs. in induced pressure situations, and their motivational orientations were scored. Results. In preschool, the motivational-emotional profiles were almost the same among the three prospective reading-level groups, but in grades I and 2, classroom teachers rated poor readers as less task-oriented and more ego-defensive and socially dependent compared to good decoders and good readers. The ratings were corroborated by observational data on play behaviour in induced pressure situations. Conclusions. Early problems in learning to read and spell are related to motivational-emotional vulnerability in learning situations in the school context.