Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction

By J. Guthrie, Allan Wigfield, Pedro Barbosa, Kathleen C. Perencevich, A. Taboada, Marcia H. Davis, Nicole T. Scafiddi, S. Tonks. 2004

799 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/f52220b318069772cf4fe890753fe285566c370a

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In Developmental and Educational Psychology

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Citations in the corpus

The Effects of Teacher Qualification, Teacher Self-Efficacy, and Classroom Practices on Fifth Graders' Literacy Outcomes (2012, background): “In addition, time spent in science instruction in second grade has been shown to be positively related to second-grade students’ vocabulary and reading skill growth, in addition to their content-area knowledge gains (Guthrie et al., 2004; Williams, Stafford, Lauer, Hall, & Pollini, 2009).”
Use of Task-Value Instructional Inductions for Facilitating Engagement and Conceptual Change. (2013, background): “Engagement can be conceived as the quality of one’s interaction with a task, which can vary from shallow and superficial processing to motivated and strategic processing (Guthrie et al., 2004).”
Students' achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes (2010, methodology): “For instance, the Reading Engagement Index (Guthrie et al., 2004; Wigfield et al., 2008) has been used to measure teachers’ perceptions of their students’ motivation in addition to student self-report data.”
Expectancy-value theory: retrospective and prospective (2010, background): “Other possibilities include having teacher or parent ratings of children’s motivation; researchers have used such measures successfully and they have been shown to relate to various achievement outcomes (e.g., Guthrie et al., 2004).”
Reciprocal Effects between Reading Achievement and Intrinsic and Extrinsic Reading Motivation (2019, background): “Evaluation studies of reading programs that combine interventions focusing on both reading achievement and reading motivation corroborate this conclusion (Concept-Oriented Reading Instruction; Guthrie et al., 2004).”
Reading motivation and reading comprehension growth in the later elementary years (2007, background): “…called concept-oriented reading instruction (CORI), an instructional program for elementary school children that merges reading strategy instruction, science instruction, and a set of motivational practices designed to enhance children’s intrinsic reading motivation (Guthrie et al., 2004, 2004).”
Dimensions of Reading Motivation: Development of an Adult Reading Motivation Scale (2007, background): “Experimental research has found that in children increases in intrinsic reading motivation lead to more reading engagement (Guthrie & Cox, 2001; Guthrie et al., 2004; Guthrie, Wigfield, & VonSecker, 2000).”
The Challenges of Defining and Measuring Student Engagement in Science (2015, background): “Moreover, high levels of cognitive engagement can lead to increased motivation (Guthrie et al., 2004).”
Teacher value beliefs associated with using technology: Addressing professional and student needs (2010, background): “Student-centered learning is advocated as a means to increase academic performance (Guthrie et al., 2004; Hannafin & Foshay, 2008; Mergendoller, Maxwell, & Bellisimo, 2006), help students develop lifelong learning skills such as selfregulation and problem-solving (Bereiter & Scardamalia, 2006), and ”
When law students read multiple documents about global warming: examining the role of topic-specific beliefs about the nature of knowledge and knowing (2010, methodology): “While factor-analytic studies using measures created on the basis of Hofer and Pintrich’s (1997) multidimensional conceptualization (Bråten et al.”