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ERIC Number: ED400523
Record Type: Non-Journal
Publication Date: 1996
Pages: 54
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Does Concept-Oriented Reading Instruction Increase Motivation, Strategies, and Conceptual Learning? Reading Research Report No. 66.
Guthrie, John T.; And Others
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 quasi-experimental studies compared CORI in language arts and science in grades 3 and 5 to traditional instruction on two performance assessments. In study 1, CORI students from three schools were higher in literacy engagement, conceptual learning, and conceptual transfer than traditional students, controlling three background variables. In multiple regressions, the variables of instruction, literacy engagement, and student background accounted for approximately 50% of the variance in conceptual learning. In study 2, CORI students were higher than traditional students in measures of literacy (reading and writing combined), language use, science, and social studies, but not in math, which was not taught in CORI. These experimental findings suggest that the principles of integrated teaching in CORI are responsible for increased literacy engagement and conceptual understanding in language arts and science. (Contains 49 references, and 7 tables and 5 figures of data.) (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
IES Cited: ED511268