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Psycholinguistic Processing in Reading and Listening among Good and Poor Readers
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Guthrie, John T.; Tyler, S. Jane – Journal of Reading Behavior, 1976
Descriptors: Decoding (Reading), Elementary Education, Listening Comprehension, Psycholinguistics
Inventing to Read
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Guthrie, John T. – Reading Teacher, 1978
The development of cognitive processes is essential to the development of reading comprehension skills. (MKM)
Descriptors: Cognitive Development, Cognitive Processes, Comprehension, Critical Reading
Psycholinguistic Processing in Reading and Listening among Good and Poor Readers.
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Guthrie, John T.; Tyler, S. Jane – 1976
In this investigation, the differences in psycholinguistic processing of written and spoken language and the psycholinguistic deficiencies of poor readers were studied by giving meaningful, anomalous, and random word strings to 18 good readers and 18 poor readers who were reading at the fourth grade level. It was found that in both spoken and…
Descriptors: Decoding (Reading), Elementary Education, Listening Comprehension, Listening Skills
The Maze Technique to Assess, Monitor Reading Comprehension
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Guthrie, John T.; And Others – Reading Teacher, 1974
Describes the maze technique, which is designed to evaluate reading comprehension, and presents some research substantiating reliability. (RB)
Descriptors: Elementary Education, Evaluation Methods, Reading Comprehension, Reading Instruction
Research Views: Comprehension Instruction.
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Guthrie, John T. – Reading Teacher, 1984
Reviews "Comprehension Instruction: Perspectives and Suggestions," by Gerald G. Duffy, Laura R. Roehler, and Jana Mason. (FL)
Descriptors: Educational Philosophy, Elementary Education, Reading Comprehension, Reading Instruction
Benefits of Opportunity To Read and Balanced Instruction on the NAEP.
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Guthrie, John T.; Schafer, William D.; Huang, Chun-Wei – Journal of Educational Research, 2001
Analyzed the 1994 Grade 4 Maryland National Assessment of Educational Progress (NAEP) regarding the effects on reading achievement and engagement of: students' amount of engaged reading, parental education, gender, balanced reading instruction, and reading opportunities. Amount of engaged reading predicted reading achievement after controlling for…
Descriptors: Educational Attainment, Elementary Education, Grade 4, National Standards
Influences of Concept-Oriented Reading Instruction on Strategy Use and Conceptual Learning from Text.
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Guthrie, John T.; Anderson, Emily; Alao, Solomon; Rinehart, Jennifer – Elementary School Journal, 1999
Attempting to increase reading engagement, a collaborative team implemented a year-long integration of reading/language arts and science instruction known as Concept-Oriented Reading Instruction (CORI). Compared to traditionally organized instruction, the CORI context increased strategy use, conceptual learning, and text comprehension more than…
Descriptors: Classroom Techniques, Concept Formation, Concept Teaching, Curriculum Development
Influences of Stimulating Tasks on Reading Motivation and Comprehension
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Guthrie, John T.; Wigfield, Allan; Humenick, Nicole M.; Perencevich, Kathleen C.; Taboada, Ana; Barbosa, Pedro – Journal of Educational Research, 2006
One theoretical approach for increasing intrinsic motivation for reading consists of teachers using situational interest to encourage the development of long-term individual interest in reading. The authors investigated that possibility by using stimulating tasks, such as hands-on science observations and experiments, to increase situational…
Descriptors: Reading Motivation, Reading Comprehension, Stimulation, Reading Interests
Growth of Literacy Engagement: Changes in Motivations and Strategies during Concept-Oriented Reading Instruction.
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Guthrie, John T.; And Others – Reading Research Quarterly, 1996
Describes changes in literacy engagement during Concept-Oriented Reading Instruction (CORI), a new approach to teaching reading, writing, and science that emphasizes real-world science observations, student self-direction, strategy instruction, collaborative learning, self-expression, and coherence of literacy learning experiences. Finds that…
Descriptors: Cooperative Learning, Elementary Education, Grade 3, Grade 5