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Reproductions Supplied by EDRS Are the Best That Can Be Made from the Original Document DOCUMENT RESUME ED 366 927 CS 011 606 AUTHOR Guthrie, John T.; And Others TITLE Concept-Oriented Reading Instruction: An Integrated Curriculum To Develop Motivations and Strategies for Reading. Reading Research Report No. 10. INSTITUTION National Reading Research Centur, Athens, GA.; National Reading Research Center, College Park, MD. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 94 CONTRACT 117A20007 NOTE 40p. PUB TYPE Reports Research/Technical (143) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Comparative Analysis; Grade 5; Instructional Effectiveness; Integrated Curriculum; Intermediate Grades; Program Effectiveness; *Reading Comprehension; *Reading Improvement; *Reading Instruction; Reading Research; *Reading Strategies IDENTIFIERS Education Consolidation Improvement Act Chapter 1; Prince Georges County Public Schools MD; Reading Motivation ABSTRACT A project designed and implemented a framework of conceptually oriented reading instruction to foster students' amount and breadth of reading, intrinsic motivations for reading, and strategies of search and comprehension. The framework emphasizes five phases of reading instruction in a content domain: observing and personalizing, searching and retrieving, comprehending and integrating, communicating to others, and interacting with peers to construct meaning. Instruction was implemented in .1 year-long curriculum with a multicultural population of fifth-grade students in a Chapter 1 school in Prince George's County,Maryland. Measures of learning suggested that students who had Concept-Oriented Reading Instruction (CORI) for 4 months surpassed a comparison classroom in amount and breadth of reading and intrinsic motivations forreading. The CORI students gained significantly in the cognitive strategiesof search and comprehension during the 4 months. CORI instruction was contrasted to experience-based teaching and strategies instructionin terms of their support for motivational and cognitive development. (One table and six figures of data are included; 45 references are attached.) (Author/RS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Concept-Oriented Reading Instruction: An Integrated Curriculum to Develop Motivations and Strategies for Reading John T. Guthrie Karen Mc Gough University of Maryland College Park Lois Bennett Calverton Elementary School Beltsville, Maryland DEPARTMENT OF EDUCATFON Office of Educational Research end unpfovernent EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) Ai/his clOCument has beenreprepuced as eceived from the person ororganization originating it 0 Minor changes have beenmade to improve reproduCtiOn quality Points Owe*, or opnions Stated inthis docu official ment do not necessarily represent OE RI positron or policy irt National ir Reading Research Center READING RESEARCH REPORT NO. 10 Winter 1994 BEST COPYAVAILABLE NRRC National Reading Research Center Concept-Oriented Reading Instruction: An Integrated Curriculum to Develop Motivations and Strategies for Reading John T. Guthrie University of Maryland at College Park Lois Bennett Calverton Elementary School, Beltsville, Maryland Karen McGough University of Maryland College Park READING RESEARCH REPORT NO. 10 Winter 1994 The work reported herein was funded in part by the NationalReading Research Center of the University of Georgia and University of Maryland. It was supportedunder the Educational Research and Development Centers Program (PR/AWARD NO. II7A20007) as administered by the Office of Educational Research and Improvement, U.S. Departmentof Education. The findings and opinions expressed here do not necessarily reflect theposition or policies of the National Read;ng Research Center, the Office of EducationalResearch and Improvement, or the U.S. Department of Education. 3 NRRC National Reading Research Center Executive Committee National Advisory Board Donua E. Alvermann, Co-Director Phyllis W. Aldrich University of Georgia Saratoga Warren Board of Cooperative Educational John T. Guthrie, Co-Director Services, Saratoga Springs, New York University of Maryland College Park Arthur N. Applebee James F. Baumann, Associate Director State University of New York, Albany University of Georgia Ronald S. Brandt Patricia S. Koskinen, Associate Director Association for Supervision and Curriculum University of Maryland College Park Development JoBeth Allen Marsha T. DeLain University of Georgia Delaware Department of Public Instruction John F. O'Flahavan Carl A. Grant University of Maryland College Park University of Wisconsin-Madison James V. Hoffman Walter Kintsch University of Texas at Austin University of Colorado at Boulder Cynthia R. Hynd Robert L. Linn Universily of Georgia University of Colorado at Boulder Robert Serpell Luis C. Moll University of Maryland Baltimore County University of Arizona Carol M. Santa School District No. 5 Publications Editors Kalispell, Montana Anne P. Sweet Research Reports and Perspectives Office of Educational Research and Improvement, David Reinking, Receiving Editor U.S. Department of Education University of Georgia Louise Cherry Wilkinson Linda Baker, Tracking Editor Rutgers University University of Maryland Baltimore County Linda C. DeGroff, Tracking Editor University of Georgia Technical Writer and Production Editor Instructional Resources Susan L. Yarborough Lee Galda, University of Georgia University of Georgia Research Highlights William G. Holliday Text Formatter University of Maryland College Park Jordana E. Rich University of Georgia Policy Briefs James V. Hoffman University of Texas. at Au.stin NRRC - University of Georgia Videos 318 Aderhold Shawn M. Glynn, University of Georg:, University of Georgia Athens, Georgia 30602-7125 (706) 542-3674 Fax: (706) 542-3678 NRRC Staff INTERNET: NRRCQuga.cc.uga.edu Barbara F. Howard, Office Manager Melissa M. Erwin, Senior Secretary NRRC - University of Maryland College Park University of Georgia 2102 3. M. Patterson Building University of Maryland Barbara A. Neitzey, Administrative Assistant College Park, Maryland 20742 Valerie Tyra, Accountant (301) 405-8035 Fax: (301) 314-9625 University of Maryland College Park INTERNET: NRRCOumail.umd.edu About the National Reading Research Center The National Reading Research Center (NRRC) is Dissemination is an important feature of NRRC activi- funded by the Office of Educational Research and ties. Information on NRRC research appears in several Improvement of the U.S. Department of Education to formats. Research Reports communicate the results of conduct research on reading and reading instruction. original research or synthesize the fmdings of several The NRRC is operated by a consortium of the Universi- lines of inquir) . They are written primarily for re- ty of Georgia and the University of Maryland College searchers studying various areas of reading and reading Park in collaboration with researchers at several institu- instruction. The Perspective Series presents a wide tions nationwide. range of publications, from calls for research and The NRRC's mission is to discover and document commentary on research and practice to first-person those conditions in homes, schools, and communities accounts of experiencesinschools.Instructional that encourage children to become skilled, enthusiastic, Resources include curriculum materials, instructional lifelong readers. NRRC researchers are committed to guides, and materials for professional growth, designed advancing the development of instructional programs primarily for teachers. sensitive to the cognitive, sociocultural, and motiva- For more information about the NRRC's research tional factors that affect children's success in reading. projects and other activities, or to have your name NRRC researchers from a variety of disciplines conduct added to the mailing list, please contact: studies with teachers and students from widely diverse cultural and socioeconomic backgrounds in prekinder- Donna E. Alvermann, Co-Director garten through grade 12 classrooms. Research projects National Reading Research Center deal with the influence of family and family-school 318 Aderhold Hall interactions on the development of literacy; the interac- University of Georgia tion of sociocultural factors and motivation to read; the Athens, GA 30602-7125 impact of literature-based reading programs on reading (706) 542-3674 achievement; the effects of reading strategies instruction on comprehension and critical thinkingin literature, John T. Guthrie, Co-Director science, and history; the influence of innovative group National Reading Research Center participation structures on motivation and learning; the 2102 J. M. Patterson Building potential of computer technology to enhance literacy; Univt,sity of Maryland and the development of methods and standards for College Park, MD 20742 alternative literacy assessments. (301) 405-8035 The NRRC is further committed to the participation of teachers as full partners in its research. A better understanding of how teachers view the development of literacy, how they use knowledge from research, and how they approach change in the classroom is crucial to improving instruction. To further this understanding, the NRRC conducts school-based research in which teachers explore their own philosophical and pedagogi- cal orientations and trace their professional growth. 5 NRRCEditorial
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