Effects of integrated instruction on motivation and strategy use in reading.

By J. Guthrie, Allan Wigfield, Claire VonSecker. 2000

546 citations recorded by the source corpus.

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

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/298ca5d978662af05d186be7fbb8876ad75510cc

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Children's Motivation for Reading: Domain Specificity and Instructional Influences (2004, background): “To conclude, this work and other research (e.g., Guthrie et al., 1996, 2000) indicate that CORI affects positively students’ motivation to read.”
Classroom Conditions for Motivation and Engagement in Reading (2001, background): “7 on self-reported strategy use was documented in one study (Guthrie et al., 2000c).”
Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction (2004, background): “, 1998, 1999), and reading motivation (Guthrie et al., 2000), the relative benefit of the motivational practices and cognitive SI has not been examined.”
Contributions of Concept-Oriented Reading Instruction to Knowledge About Interventions for Motivations in Reading (2007, background): “Further, the educational framework of CORI was found to increase the intrinsic motivational processes of curiosity and involvement in reading ( Guthrie, Wigfield, & Von Secker, 2000 ).”