Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes
The engagement model of reading development suggests that instruction improves students' reading comprehension to the extent that it increases students' engagement processes in reading. We compared how Concept‐Oriented Reading Instruction (CORI) (support for cognitive and motivational proc...
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| Veröffentlicht in: | Psychology in the schools 2008-05, Vol.45 (5), p.432-445 |
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| container_end_page | 445 |
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| container_issue | 5 |
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| container_title | Psychology in the schools |
| container_volume | 45 |
| creator | Wigfield, Allan Guthrie, John T. Perencevich, Kathleen C. Taboada, Ana Klauda, Susan Lutz McRae, Angela Barbosa, Pedro |
| description | The engagement model of reading development suggests that instruction improves students' reading comprehension to the extent that it increases students' engagement processes in reading. We compared how Concept‐Oriented Reading Instruction (CORI) (support for cognitive and motivational processes in reading), strategy instruction (support for cognitive strategies in reading), and traditional instruction in fourth‐grade classrooms differentially influenced students' reading comprehension, strategy use, and engagement in reading. Students experiencing CORI were significantly higher than both comparison groups on reading comprehension, reading strategies, and reading engagement. When students' level of reading engagement was statistically controlled, the differences between the treatment groups were not significant. We infer that the level of students' reading engagement during classroom work mediated the instructional effects on reading outcomes. © 2008 Wiley Periodicals, Inc. |
| doi_str_mv | 10.1002/pits.20307 |
| format | Article |
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We compared how Concept‐Oriented Reading Instruction (CORI) (support for cognitive and motivational processes in reading), strategy instruction (support for cognitive strategies in reading), and traditional instruction in fourth‐grade classrooms differentially influenced students' reading comprehension, strategy use, and engagement in reading. Students experiencing CORI were significantly higher than both comparison groups on reading comprehension, reading strategies, and reading engagement. When students' level of reading engagement was statistically controlled, the differences between the treatment groups were not significant. 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| ispartof | Psychology in the schools, 2008-05, Vol.45 (5), p.432-445 |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); Education Source; Wiley Online Library Journals Frontfile Complete |
| subjects | Classrooms Cognitive Processes Cognitive strategies Comparative Analysis Comprehension Conventional Instruction Curriculum Elementary School Students Grade 4 Intervention Reading Reading Comprehension Reading Improvement Reading Instruction Reading Strategies Student Motivation Student Participation |
| title | Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes |
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