Increasing reading comprehension and engagement through concept-oriented reading instruction
Increasing reading comprehension and engagement through concept-oriented reading instruction
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DOI：
10.1037/0022-0663.96.3.403
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发表时间：
2004-09-01
影响因子：
4.9
通讯作者：
Tonks, S
中科院分区：
文献类型：
--
作者：
Guthrie, JT;Wigfield, A;Tonks, S
基于阅读发展的参与观，我们考察了动机支持和策略指导相结合的教学框架(概念导向阅读教学-CORI)对三年级儿童阅读结果的影响程度。在CORI中，五种动机练习与六种阅读理解认知策略相结合。在第一项研究中，我们将这一框架与强调策略指导但不包括动机支持的教学框架进行了比较。在第二项研究中，我们比较了CORI与SI和传统的指导组(TI)，并使用了额外的主要结构测量。在这两项研究中，班级分析表明，CORI课堂上的学生在阅读理解、阅读动机和阅读策略方面的水平高于SI和/或TI学生。
Based on an engagement perspective of reading development, we investigated the extent to which an instructional framework of combining motivation support and strategy instruction (Concept-Oriented Reading Instruction-CORI) influenced reading outcomes for third-grade children. In CORI, five motivational practices were integrated with six cognitive strategies for reading comprehension. In the first study, we compared this framework to an instructional framework emphasizing Strategy Instruction (SI), but not including motivation support. In the second study, we compared CORI to SI and to a traditional instruction group (TI), and used additional measures of major constructs. In both studies, class-level analyses showed that students in CORI classrooms were higher than SI and/or TI students on measures of reading comprehension, reading motivation, and reading strategies.