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ERIC Number: EJ1112278
Record Type: Journal
Publication Date: 2016
Pages: 20
Abstractor: As Provided
ISSN: EISSN-1837-6290
The Effect of Integrated Instructions on Reading Comprehension, Motivation, and Cognitive Variables
Alhabahba, Mohammad Madallh; Pandian, Ambigapathy; Mahfoodh, Omer Hassan Ali
Issues in Educational Research, v26 n3 p387-406 2016
This quasi-experimental study examined the contribution of concept-oriented reading instruction (CORI) on fifth grade students' reading comprehension, motivation and metacognition. Participants were sixty-six fifth grade female Jordanian students who matched in gender, socioeconomic status, number of years learning English, and school attended. Students completed measures of reading comprehension test, motivation, and metacognition twice (before and after the intervention reading program). Results of pre- and post-test analyses of female students' responses to the reading test and the metacognition and motivation questionnaires showed that reading comprehension, motivation, and metacognition increased only in the CORI group. This study has revealed the feasibility of implementing CORI in EFL reading contexts.
Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Jordan
Grant or Contract Numbers: N/A