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ERIC Number: EJ780897
Record Type: Journal
Publication Date: 2007-Nov
Pages: 14
Abstractor: Author
Reference Count: 44
ISBN: N/A
ISSN: ISSN-0046-1520
Contributions of Concept-Oriented Reading Instruction to Knowledge about Interventions for Motivations in Reading
Guthrie, John T.; McRae, Angela; Klauda, Susan Lutz
Educational Psychologist, v42 n4 p237-250 Nov 2007
We present a theoretical and empirical explication of the intervention of Concept-Oriented Reading Instruction (CORI) that is designed to increase students' reading comprehension and motivation for reading. The framework specifies a set of five motivational constructs that represent goals for the instructional intervention. Necessary cognitive goals in reading are also presented. For this intervention, the five instructional practices of relevance, choice, success, collaboration, and thematic unit that are prominent in CORI are portrayed as components that are aligned with motivational constructs. The impact of CORI on some of the motivational processes, cognitive competencies, and reading comprehension are presented in the form of a meta-analysis of 11 CORI studies with 75 effect sizes on 20 outcome variables. The CORI motivational intervention is compared to laboratory treatments and other field studies. (Contains 2 tables. Numbers for References in Meta-analysis of Table 2 is appended.)
Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A