The authors illustrate the compatibility of building K‐2 readers’ foundational skills and their motivation for completing reading and related tasks within reading interventions. First, the authors introduce the orthographic mapping process, which requires foundational reading skills because of its role in facilitating fluent reading. Research demonstrating the relation between motivation and achievement is synthesized next to convey the need to maximize students’ motivation for intervention tasks. Finally, the authors offer five general design principles to support motivation. They underscore the importance of educators relying on these principles in combination with their deep knowledge of each student to offer intervention experiences that nurture motivation. An example of a foundational skills activity supportive of the orthographic mapping process and adapted to exemplify the motivation principle of focus accompanies each principle.

中文翻译：

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在早期阅读干预中培养动机的五项原则

作者说明了培养K-2读者基本技能的兼容性以及他们在阅读干预措施下完成阅读和相关任务的动机。首先，作者介绍了正字法制图过程，由于其在促进流利阅读方面的作用，因此需要基本的阅读技巧。接下来，将进行研究以证明动机与成就之间的关系，以传达出使学生最大程度地进行干预任务的动机的需求。最后，作者提供了五项通用设计原则来支持动机。他们强调了教育工作者依靠这些原则并结合对每个学生的深刻了解来提供能够激发动力的干预经验的重要性。