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Direct linkGuthrie, John T.; McRae, Angela; Coddington, Cassandra S.; Klauda, Susan Lutz; Wigfield, Allan; Barbosa, Pedro – Journal of Learning Disabilities, 2009
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…
Descriptors: Reading Comprehension, Low Achievement, Reading Tests, Reading Processes
Wigfield, Allan; Guthrie, John T.; Perencevich, Kathleen C.; Taboada, Ana; Klauda, Susan Lutz; McRae, Angela; Barbosa, Pedro – Psychology in the Schools, 2008
The engagement model of reading development suggests that instruction improves students' reading comprehension to the extent that it increases students' engagement processes in reading. We compared how Concept-Oriented Reading Instruction (CORI) (support for cognitive and motivational processes in reading), strategy instruction (support for…
Descriptors: Reading Comprehension, Reading Improvement, Reading Strategies, Reading Instruction
Guthrie, John T.; Wigfield, Allan; Barbosa, Pedro; Perencevich, Kathleen C.; Taboada, Ana; Davis, Marcia H.; Scafiddi, Nicole T.; Tonks, Stephen – Journal of Educational Psychology, 2004
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…
Descriptors: Reading Motivation, Reading Instruction, Reading Comprehension, Reading Strategies
