Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction

• Published in: Journal of educational psychology Vol. 96; no. 3; pp. 403 - 423
• Main Authors: Guthrie, John T, Wigfield, Allan, Barbosa, Pedro, Perencevich, Kathleen C, Taboada, Ana, Davis, Marcia H, Scafiddi, Nicole T, Tonks, Stephen
• Format: Journal Article
• Language: English
• Published: Washington, DC American Psychological Association 01-09-2004
• Subjects: Biological and medical sciences; Comparative Analysis; Educational psychology; Elementary School Students; Female; Fundamental and applied biological sciences. Psychology; Grade 3; Human; Learning Strategies; Male; Measures (Individuals); Motivation; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Psychopedagogics. Didactics; Pupil and student. Academic achievement and failure; Reading Comprehension; Reading Development; Reading Education; Reading Instruction; Reading Motivation; Reading Strategies; Teaching Methods; Human; Verbal comprehension; Reading; School age; Language; Cognition; Educational schedule; Child; Teaching
• ISSN: 0022-0663; 1939-2176
• DOI: 10.1037/0022-0663.96.3.403

Based on an engagement perspective of reading development, we investigated the extent to which an instructional framework of combining motivation support and strategy instruction (Concept-Oriented Reading Instruction-CORI) influenced reading outcomes for third-grade children. In CORI, five motivational practices were integrated with six cognitive strategies for reading comprehension. In the first study, we compared this framework to an instructional framework emphasizing Strategy Instruction (SI), but not including motivation support. In the second study, we compared CORI to SI and to a traditional instruction group (TI), and used additional measures of major constructs. In both studies, class-level analyses showed that students in CORI classrooms were higher than SI and/or TI students on measures of reading comprehension, reading motivation, and reading strategies.