Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction.

Abstract

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.

Reading for meaning: the effects of Developmental Education on motivation and achievement in reading informative texts in primary school

“…Together with other products from the thematic unit, the revised texts are prepared for presentation, often to an audience of parents and students from other groups (Van Rijk et al, forthcoming). From this overview, it may be clear that DE incorporates motivational practices that are similar to those of CORI (Guthrie et al 2004). In Figure 1, we describe the differences between PI and DE.…”

“…The effortful and deliberate processes of strategic behaviour in their turn lead to understanding a text and, ultimately, to reading competence (see for a fine-grained discussion and evidence Guthrie, Wigfield, and You 2012). Motivation is enhanced by a number of motivational practices, such as (1) the integration of reading and strategy instruction in domain-specific content matters, (2) the provision of interesting texts to strengthen relevance and the value of reading, (3) text choices to support autonomy and intrinsic motivation, (4) positive feedback regarding comprehension for self-efficacy, (5) the organisation of collaboration to enhance social motivation in sharing cognitive activity (Guthrie and Klauda 2014;Guthrie et al 2004).…”

“…The central pursuit of a recent innovative content approach, Concept-Oriented Reading Instruction (CORI), which was developed by Guthrie and Wigfield (2000), is to foster an in-depth understanding of the conceptual content of the text through the avenue of active engagement of the student. Extensive research has revealed that CORI interventions have positive effects on reading motivation and reading comprehension compared to approaches that are based on traditional or mere strategy instruction (Guthrie and Klauda 2014;Guthrie, McRae, and Klauda 2007;Guthrie et al 2004;Wigfield et al 2008).…”

Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach

“…Several empirical studies now suggest that integrated approaches can improve student outcomes on science and literacy measures (e.g., Cervetti et al, 2012;Fang & Wei, 2010;Greenleaf et al, 2011;Guthrie et al, 2004;Purcell-Gates, Duke, & Martineau, 2007;Vitale & Romance, 2012). In a systematic review on quasi-experimental studies of integrated scienceliteracy instruction, Bradbury (2014, p. 483) noted that the reviewed studies "indicated positive outcomes for student achievement in both science and reading, as well as for affective factors".…”

Des effets d’un entraînement métacognitif sur les stratégies et les performances en compréhension de texte chez des adolescents présentant de sévères difficultés d’apprentissage

“…Toutefois, un certain nombre d'études ont montré qu'un entraînement des stratégies d'apprentissage et une prise de conscience de son propre fonctionnement cognitif permettaient d'améliorer la compréhension de texte chez des élèves en difficulté (Büchel et Molo, 2000;De Corte, Verschaffel et Van De Ven, 2001;Guthrie, Wigfield et Perencevich, 2004;Tonks et Taboada, 2011 Hattie, Biggs et Purdie, 1996) Büchel, 2008Büchel, Berger, Kipfer et Frauchiger, 2010;Büchel, Grassi, Scharnhorst et Ghilardi, 2002 (Büchel, 2013). [Büchel et Büchel, 1995] 2 Le PEI est un programme d'éducation cognitive qui vise à favoriser le développement du fonctionnement cognitif nécessaire à l'apprentissage et à la réussite scolaire.…”