Motivating Reading Comprehension: Concept-Oriented Reading Instruction

Motivating Reading Comprehension: Concept-Oriented Reading Instruction

Motivating Reading Comprehension: Concept-Oriented Reading Instruction

Motivating Reading Comprehension: Concept-Oriented Reading Instruction

Synopsis

Concept Oriented Reading Instruction (CORI) is a unique, classroom-tested model of reading instruction in which inquiry science provides a point of departure for reading instruction. Book will appeal to experienced teachers, in-service professionals and prospective teachers.

Excerpt

This book is one milestone in our quest to understand reading engagement and how to promote it in classrooms through Concept-Oriented Reading Instruction (CORI), an instructional program that merges reading strategy instruction, conceptual knowledge in science, and support for student motivation. We define reading engagement as the interplay of motivation, conceptual knowledge, strategies, and social interaction during literacy activities. We believe engagement in reading is crucial for the development of life-long literacy learners. The CORI program is designed to foster reading engagement and comprehension, through the teaching of reading strategies, teaching of scientific concepts and inquiry skills, and its explicit support of the development of student intrinsic motivation to read.

Collaborating with Lois Bennett, a fifth-grade teacher at Calverton Elementary School, John Guthrie began developing CORI in 1993. He and Allan Wigfield began to study the links between reading and motivation in 1994 and were joined by Kathleen Perencevich in these endeavors in 1996. We have collaborated with teachers, reading specialists, and educational psychologists in further developing CORI, including them in our publishing from the outset. These connections enable us to merge some recent theoretical developments in reading comprehension, motivation theory, and cognitive psychology with the resources and realities of classrooms in public schools. In 2000, Dr. Pedro Barbosa and his graduate students, biologists at the University of Maryland, joined our endeavor as co-investigators. They bring science expertise to the table, keeping us honest in the science applications of CORI and assuring exciting talk about ecology and children's learning of it.

In 2000, Guthrie, Wigfield, and Barbosa received a grant from the Interagency Education Research Initiative (IERI) that enabled us to embark on a project to assess how CORI and a multiple-strategy instruction influence elementary school-aged children's reading comprehension and motivation. The appendix to the book contains a brief description of the 5-year project. Initially, we worked with all teachers in grades 3 and 4 in four schools. Much of what we . . .

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