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ERIC Number: EJ1040929
Record Type: Journal
Publication Date: 2014
Pages: 30
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0034-0553
Effects of Classroom Practices on Reading Comprehension, Engagement, and Motivations for Adolescents
Guthrie, John T.; Klauda, Susan Lutz
Reading Research Quarterly, v49 n4 p387-416 Oct-Dec 2014
We investigated the roles of classroom supports for multiple motivations and engagement in students' informational text comprehension, motivation, and engagement. A composite of classroom contextual variables consisting of instructional support for choice, importance, collaboration, and competence, accompanied by cognitive scaffolding for informational text comprehension, was provided in four-week instructional units for 615 grade 7 students. These classroom motivational-engagement supports were implemented within integrated literacy/history instruction in the Concept-Oriented Reading Instruction (CORI) framework. CORI increased informational text comprehension compared with traditional instruction (TI) in a switching replications experimental design. Students' perceptions of the motivational-engagement supports were associated with increases in students' intrinsic motivation, value, perceived competence, and increased positive engagement (dedication) more markedly in CORI than in TI, according to multiple regression analyses. Results extended the evidence for the effectiveness of CORI to literacy/history subject matter and informational text comprehension among middle school students. The experimental effects in classroom contexts confirmed effects from task-specific, situated experimental studies in the literature.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: National Institute of Child Health and Human Development (NIH)
Authoring Institution: N/A
Grant or Contract Numbers: RO1 HD052590-01A2