Concept Oriented Reading Instruction (CORI) is a unique, classroom-tested model of reading instruction that breaks new ground by explicitly showing how content knowledge, reading strategies, and motivational support all merge in successful reading instruction. A theoretical perspective (engagement in reading) frames the book and provides a backdrop for its linkage between hands-on science activities and reading comprehension. Currently funded by the Inter agency Educational Research Initiative (IERI), this model has been extensively class tested and is receiving national attention that includes being featured on a PBS special on the teaching of reading. Key features of this new volume include: (1) Theoretical Focus--CORI's teaching framework revolves around the engagement perspective of reading: how engaged reading develops and the classroom contexts and motivational supports that promote it; (2) Content-Area Focus--Although science is the content area around which CORI has been developed, its basic framework is applicable to other content areas; (3) Focus on Strategy Instruction--CORI revolves around a specific set of reading strategies that the National Reading Panel (2000) found to be effective--In some current CORI classrooms collaborating teachers implement all aspects of CORI and in other classrooms teachers implement just the strategy instruction component; and (4) Illustrative Vignettes and Cases--Throughout the book vignettes and mini-case studies convey a situated view of instructional practices for reading comprehension and engagement--A detailed case study of one teacher and of the reading progress of her students is featured in one chapter. This book is appropriate for graduate and advanced undergraduate students in education and psychology, for practicing teachers, and for researchers in reading comprehension and motivation. Following a preface, this book is divided into 11 chapters: (1) Classroom Contexts for Engaged Reading: An Overview (J. T. Guthrie); (2) How the CORI Framework Looks in the Classroom (K. C. Perencevich); (3) Scaffolding for Motivation and Engagement in Reading (J. T. Guthrie, A. Wigfield, and K. C. Perencevich); (4) Fostering the Cognitive Strategies of Reading Comprehension (J. T. Guthrie and A. Taboada); (5) Science Inquiry in the CORI Framework (P. Barbosa and L. Alexander); (6) Diverse Texts and Technology for Reading (M. H. Davis and S. Tonks); (7) Differentiating Instruction for Struggling Readers within the CORI Classroom (J. T. Guthrie); (8) Inside Mrs. O'Hara's CORI Classroom (M. P. Sikorski); (9) Reading Comprehension for Information Text: Theoretical Meanings, Developmental Patterns, and Benchmarks for Instruction (J. T. Guthrie and N. T. Scafiddi); (10) The Development of Motivation for Reading and How It Is Influenced by CORI (A. Wigfield and S. Tonks); and (11) Growth of Cognitive Strategies for Reading Comprehension (A. Taboada and J. T. Guthrie). An appendix concludes the book.