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Contributions of Concept-Oriented Reading Instruction to Knowledge about Interventions for Motivations in Reading
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Guthrie, John T.; McRae, Angela; Klauda, Susan Lutz – Educational Psychologist, 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…
Descriptors: Reading Comprehension, Intervention, Reading Instruction, Teaching Methods
Adult Reading Practices for Work and Leisure.
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Kirsch, Irwin S.; Guthrie, John T. – Adult Education Quarterly, 1984
Apparent reading deficiencies among entering workers, combined with increasing demands for highly skilled workers, have led business and industry to increase their training and education efforts. One aspect of this effort requires understanding the reading demands people in various occupations are likely to encounter. This study examines the…
Descriptors: Adult Literacy, Functional Literacy, Functional Reading, Reading Habits
Research Views: How Much to Read.
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Guthrie, John T. – Reading Teacher, 1979
A study of about 3,000 sixth- and seventh-grade children, conducted by Barbara Heyns, suggests that normal development in reading over the summer requires reading for about one hour a day. (DD)
Descriptors: Elementary Education, Reading Achievement, Reading Development, Reading Research
Prose Comprehension and Text Search as a Function of Reading Volume.
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Kirsch, Irwin S.; Guthrie, John T. – Reading Research Quarterly, 1984
Presents information regarding frequently occurring reading tasks both at work and in leisure settings. Concludes that (1) competencies exist that can be measured independently, (2) these competencies are distinguishable in terms of goals and procedures of reader, and (3) activity as measured by time spent with material for a specific task is…
Descriptors: Adults, Cognitive Processes, Job Skills, Models
Research: Literacy for Science and Technology.
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Guthrie, John T. – Journal of Reading, 1984
Urges that a complete science education curriculum should teach the communication skills of reading, listening, writing, and speaking, as well as the practice of literacy in scientific areas. (AEA)
Descriptors: Content Area Reading, Functional Reading, Job Skills, Literacy
Relations of Children's Motivation for Reading to the Amount and Breadth of Their Reading.
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Wigfield, Allan; Guthrie, John T. – Journal of Educational Psychology, 1997
Aspects of reading motivation and the amount and breadth of reading done were studied with 105 fourth and fifth graders. Children's reading was found to be multidimensional, and their motivation predicted reading amount and breadth even when previous amount and breadth were controlled. Intrinsic motivation was a better predictor than extrinsic…
Descriptors: Elementary School Students, Grade 4, Grade 5, Intermediate Grades
Relationships of Instruction to Amount of Reading: An Exploration of Social, Cognitive, and Instructional Connections.
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Guthrie, John T.; And Others – Reading Research Quarterly, 1995
Examines the association of reading instruction with the amount and breadth of students' reading activities, taking account of social, cognitive, and home factors. Finds that, for students aged 9, 13, and 17, amount of reading was associated with levels of social interaction surrounding reading, cognitive strategies for reading, and…
Descriptors: Instructional Effectiveness, Intermediate Grades, Reading Habits, Reading Instruction