Does concept-oriented reading instruction increase strategy use and conceptual learning from text?

John T. Guthrie, Peggy Van Meter, Gregory R. Hancock, Solomon Alao, Emily Anderson, Ann McCann

Research output: Contribution to journalArticlepeer-review

85 Scopus citations

Abstract

The authors define reading engagement as the mutual support of motivations, strategies, and conceptual knowledge during reading. To increase reading engagement, a collaborative team designed a year-long integration of reading/language arts and science instruction (Concept-Oriented Reading Instruction, CORI). The authors compared students who received this instruction to similar students who received traditionally organized instruction aimed toward the same objectives. A path analysis showed that CORI had a positive effect on strategy use and text comprehension for students at Grades 3 and 5 when accounting for past achievement and prior knowledge. CORI also had a positive, indirect effect on conceptual knowledge mediated by strategy use, and this instruction facilitated conceptual transfer indirectly through several paths simultaneously. The findings are discussed in relation to a growing literature on instructional contexts for motivated strategy use and conceptual learning from text.

Original languageEnglish (US)
Pages (from-to)261-278
Number of pages18
JournalJournal of Educational Psychology
Volume90
Issue number2
DOIs
StatePublished - Jun 1998

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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