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Download full textGuthrie, John T.; And Others – 1996
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…
Descriptors: Elementary Education, Grade 3, Grade 5, Instructional Effectiveness
Peer reviewedGuthrie, 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
Direct linkBoyd, Donald; Grossman, Pamela; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James – Education Finance and Policy, 2006
We are in the midst of what amounts to a national experiment in how best to attract, prepare, and retain teachers, particularly for high-poverty urban schools. Using data on students and teachers in grades 3-8, this study assesses the effects of pathways into teaching in New York City on the teacher workforce and on student achievement. We ask…
Descriptors: Urban Schools, Poverty, Teacher Education Programs, Academic Achievement
Peer reviewedJenkins, Joseph R.; And Others – Exceptional Children, 1994
Cooperative Integrated Reading and Composition was implemented with elementary school regular, remedial, and special education students as an approach for organizing reading and language arts instruction. Compared to a control school, the experimental school found significant effects on reading vocabulary, total reading, and language scores but…
Descriptors: Cooperative Learning, Elementary Education, Grouping (Instructional Purposes), Heterogeneous Grouping
Peer reviewedStevens, Robert J.; Slavin, Robert E. – Elementary School Journal, 1995
A two-year study determined the effects of a comprehensive cooperative-learning approach to reading and language arts instruction on students' achievement, attitudes, and metacognitive awareness. Students in second through sixth grades, some mainstreamed academically handicapped, worked in heterogeneous learning teams on reading and writing…
Descriptors: Academic Achievement, Cooperative Learning, Elementary Education, Elementary School Students
Calderon, Margarita; And Others – 1997
The effects of a cooperative learning program, Bilingual Cooperative Integrated Reading and Composition (BCIRC), on the Spanish and English reading, writing, and language achievement of second and third graders of limited English proficiency in Spanish bilingual programs in El Paso (Texas) were studied. BCIRC was expected to improve student…
Descriptors: Academic Achievement, Bilingual Education, Cooperative Learning, Elementary School Students
