Low-achieving readers in Grade 5 often lack comprehension strategies, domain knowledge, word recognition skills, fluency, and motivation to read. Students with such multiple reading needs seem likely to benefit from instruction that supports each of these reading processes. The authors tested this expectation experimentally by comparing the…

A study conducted three experiments focusing on understanding the information processes children use in learning to read Chinese, evaluating the learning differences between skilled and unskilled readers. To understand the strategies of character identification children use, participants in experiment 1, 10 Taiwanese elementary students (five…

The aims of concept-oriented reading instruction (CORI) are to increase motivation, strategies, and conceptual learning. To attain these aims, CORI classrooms are: conceptually oriented, observational, collaborative, and personalized, emphasizing strategies of searching, comprehending, integrating, and composing for audiences of peers. Two…

A project designed and implemented a framework of conceptually oriented reading instruction to foster students' amount and breadth of reading, intrinsic motivations for reading, and strategies of search and comprehension. The framework emphasizes five phases of reading instruction in a content domain: observing and personalizing, searching and…

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…