Effects of instructional context on intrinsic and extrinsic motivation have been examined with a variety of studies. This quasi experiment compared students receiving an instructional intervention designed to increase intrinsic motivation with students receiving traditional instruction. Concept-oriented reading instruction (CORI) integrated reading and language arts with science inquiry. It emphasized learning goals, real-world interaction (hands-on science activities), competence support (strategy instruction), autonomy support (self-directed learning), and collaboration. Traditional classrooms had the same content objectives and comparable teachers but different pedagogy. Children in CORI classrooms scored higher on motivation than did children in traditional classrooms, with effect sizes of 1.94 for curiosity and 1.71 for strategy use. Grade-level differences were found for recognition and competition. The results show that classroom contexts can be constructed to influence motivational outcomes positively.In the present study, we focused on ways that intrinsic reading motivation can be enhanced through the implementation of a reading instructional program. Researchers have distinguished between intrinsic motivation, which refers to being motivated to do an activity for its own sake and out of interest and curiosity, and extrinsic motivation, or doing an activity to receive a reward or other form of recognition (Deci & Ryan, 1985; Deci, VaUerand, Pelletier, & Ryan, 1991). Intrinsic and extrinsic motivation are moderately and positively correlated (S. D. Miller & Meece, 1997), and both predict children's reading amount and frequency (Wigfield & Guthrie, 1997). However, in elementary students (Gottfried, 1990) and middle school students (Guthrie, Wigfleld, Metsala, & Cox, 1999), intrinsic motivation is a stronger predictor of reading than extrinsic motivation. Unfortunately, children's intrinsic motivation often declines during the elementary school years (Hatter, 1981;.Various classroom practices positively influence children's intrinsic motivation (for reviews, see Brophy, 1998;Guthrie & Alao, 1997;Stipek, 1996). Hence, we designed an instructional program that included multiple ways to influence children's intrinsic motivation positively, including providing autonomy support (through John T. Guthrie and Allan Wigfield, Department of Human Developmerit, University of Maryland; Clare VonSecker, Deparlment of Measurement and Statistics, University of Maryland.This research was supported under the National Reading Research Center project of the University of Georgia and University of Maryland, through a cooperative agreement (PR/Award No. 117A20007) with the Office of Educational Research and Improvement, U.S. Department of Education. The findings and opinions expressed here do not necessarily reflect the position or policies of the National Reading Research Center, the Office of Educational Research and Improvement, or the U.S. Department of Education.Correspondence concerning this article should be addressed...