John T Guthrie

John T Guthrie
University of Maryland, College Park | UMD, UMCP, University of Maryland College Park · Department of Human Development and Quantitative Methodology

PhD.

About

161
Publications
118,526
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14,200
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Publications

Publications (161)
Technical Report
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Adolescents’ Engagement in Academic Literacy Edited By John T. Guthrie, Allan Wigfield and Susan Lutz Klauda Final Report to NICHD, USA
Article
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Motivation for reading is important to comprehension and has been studied extensively in offline reading contexts. However, we know little about the role of motivation in online reading, a new and increasingly important context for reading. This is largely because we lack valid and reliable instruments to estimate a student’s motivation for online...
Article
Interventions can enhance students' motivation for reading, but few researchers have assessed the effects of the specific motivation-enhancing practices that comprise these interventions. Even fewer have evaluated how students' perceptions of different intervention practices impact their later motivation and academic outcomes. In this study, we uti...
Article
A distinction is made between the learnability and readability of text materials. Learnability refers to the extent to which new learning results from reading a passage; readability refers to the extent to which a passage is comprehended. Clearly, comprehension can occur without new learning. Classic readability formulas use text characteristics su...
Article
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The authors outline results of 3 studies conducted to examine the structure of disciplinary knowledge from reading measured through proximity data. In Study 1, 168 third-grade students were asked to read a science text and rate the relationships of keywords from the passage. From these ratings, comprehension scores were calculated that related well...
Article
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PurposeWe describe the development and various implementations of a reading comprehension instruction program called Concept-Oriented Reading Instruction (CORI). CORI was designed to enhance students’ reading motivation and reading comprehension, and has been implemented at both elementary and middle school, with a particular focus on science infor...
Article
We investigated the roles of classroom supports for multiple motivations and engagement in students' informational text comprehension, motivation, and engagement. A composite of classroom contextual variables consisting of instructional support for choice, importance, collaboration, and competence, accompanied by cognitive scaffolding for informati...
Article
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The hypothesis was tested that overtraining would differentially affect extradimensional shifts in which cues do or do not change over the shift transition. No evidence to support this hypothesis was obtained.
Article
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This longitudinal study examined the development of reading motivation, engagement, and achievement in early adolescence by comparing interrelations of these variables in struggling and advanced readers. Participants were 183 pairs of seventh grade students matched in gender, ethnicity, socioeconomic status, and school attended. They completed meas...
Article
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A B S T R A C T We investigated the roles of classroom supports for multiple motivations and engagement in students' informational text comprehension, motivation, and engagement. A composite of classroom contextual variables consisting of instructional support for choice, importance, collaboration, and competence, accompanied by cognitive scaffoldi...
Article
The present study investigated the multivariate relationships between several aspects of motivation and achievement in reading. Canonical correlation analysis was used to examine patterns of associations for reading information texts in Phase I and for reading literary texts in Phase II. The samples were 923 and 225 seventh graders, respectively. R...
Article
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This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample...
Chapter
In this chapter, we review research on students’ engagement in reading activities and how classroom instructional practices influence engagement in reading and other academic activities. We define engaged readers as motivated to read, strategic in their approaches to reading, knowledgeable in their construction of meaning from text, and socially in...
Article
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Previous research has investigated motivations for reading by examining positive, or affirming, motivations including intrinsic motivation and self-efficacy. Related to them, we examined two negative, or undermining, motivations consisting of avoidance and perceived difficulty. We proposed that the motivations of intrinsic motivation and avoidance...
Article
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The authors examined how motivational and cognitive variables predict reading comprehension, and whether each predictor variable adds unique explanatory power when statistically controlling for the others. Fourth-grade students (N=205) completed measures of reading comprehension in September and December of the same year, and measures of background...
Article
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The purpose of this study was to compare teacher and student perceptions of motivation for reading. Motivational constructs were theoretically derived from previous work on efficacy and task orientation. First-grade students and teachers were asked to complete parallel reading motivation questionnaires. Results suggest both first-grade teachers and...
Article
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Low-achieving readers in Grade 5 often lack comprehension strategies, domain knowledge, word recognition skills, fluency, and motivation to read. Students with such multiple reading needs seem likely to benefit from instruction that supports each of these reading processes. The authors tested this expectation experimentally by comparing the effects...
Article
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 cogniti...
Article
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This study examined the relationships of 3 levels of reading fluency-the individual word, the syntactic unit, and the whole passage-to reading comprehension among 278 5th graders heterogeneous in reading ability. Hierarchical regression analyses revealed that reading fluency at each level related uniquely to performance on a standardized reading co...
Article
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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 goal...
Article
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Reading motivation has been viewed as a multifaceted construct with multiple constituents. Our investigation of motivational multiplicity expanded on previous literature by including motivation constructs (interest, perceived control, collaboration, involvement, and efficacy), text genres, specific versus general contexts, and the self-versus other...
Article
The purposes of this study were to assess the visual evoked response (VER) technique in localizing the reading process and to explore VER differences between normal and disabled readers. VERs recorded from O1, O2, P3, and P4, all referenced to linked mastoids, were obtained from 9 normal and 9 carefully selected disabled adult readers under two tes...
Article
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The processes of change in children's reading motivation have not been widely studied. We investigated whether situated interest for a specific book may lead to longer‐term intrinsic motivation for general reading. Two schools with 120 grade 3 students filled out reading logs identifying their reasons for reading their favorite books twice. In addi...
Article
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The authors used a new multidimensional coding scheme to assess student learning engagement during 3 Grade 4 reading lessons. Students in 3 classes-2 in which students received integrated reading-science instruction and I in which they received traditional instruction-demonstrated moderate to high engagement in learning. However, students in the in...
Article
This study investigated the relationship of student-generated questions and prior knowledge with reading comprehension. A questioning hierarchy was developed to describe the extent to which student-generated questions seek different levels of con-ceptual understanding. Third-and fourth-grade students (N = 360) posed questions that were related to t...
Article
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One theoretical approach for increasing intrinsic motivation for reading consists of teachers using situational interest to encourage the development of long-term individual interest in reading. The authors investigated that possibility by using stimulating tasks, such as hands-on science observations and experiments, to increase situational intere...
Article
Now in a thoroughly revised and expanded third edition, this evidence-based book distills the latest knowledge about literacy teaching and learning into clear strategies for helping all children succeed. Within a comprehensive conceptual framework, the field's leading authorities provide eminently practical recommendations to guide instructional de...
Article
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Descripción de la base actual de investigación que existe en los Estados Unidos respecto de la lectura en materias de contenido, a fin de puntualizar cuáles son las necesidades para futuras investigaciones. En primer lugar, los autores caracterizan ésta lectura en los que atañe a las capacidades del lector, la autorregulación del individuo, las con...
Article
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The authors examined the impact of elaborative interrogation on knowledge construction during expository text reading, specifically, the interactions among elaborative interrogation, knowledge, and interest. Three measures of learning were taken: recall, inference, and coherence. Elaborative interrogation affected all aspects of learning measured,...
Article
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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...
Article
Innovative use of standardized patients (SPs) in a telemedicine environment can improve learning outcomes and clinical competencies. This randomized, cross-over study examined the relationship of technology-based strategies and the improvement of knowledge outcomes and competencies. Results showed that the innovative use of SPs and telemedicine, co...
Article
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The authors discuss the nature and domain specificity of reading motivation and present initial results that examined how 2 reading instructional programs, Concept Oriented Reading Instruction (CORI) and multiple Strategy Instruction (SI), influenced 3rd-grade children's intrinsic motivation to read and reading self-efficacy. Each reading program o...
Article
SThis study examined the extent that motivational processes facilitate the comprehension of texts and the extent of culture's role in children's motivational processes of text comprehension. Relationships between intrinsic and extrinsic motivation, the amount of reading, past reading achievement, and text comprehension were examined by utilizing st...
Article
In our theoretical framework, reading engagement entails multiple perspectives on reading that consist of motivational dispositions, cognitive strategies, conceptual understanding, and social discourse. Possessing these attributes, engaged readers are typically higher achievers than less engaged readers, who show fewer of these qualities or less in...
Article
This study examines the role of self-regulated learning (SRL) in facilitating students' shifts to more sophisticated mental models of the circulatory system as indicated by both performance and process data. We began with Winne and colleagues' information processing model of SRL (Winne, 2001; Winne & Hadwin, 1998) and used it to examine how student...
Article
As children's reading engagement develops, many aspects of their reading improve. In their advancement, children become more motivated to read, more conversant in using their current knowledge to gain new understanding, more adept in socially exchanging their ideas with classmates, and more strategic in their reading. In this chapter, we discuss wh...
Article
To begin this chapter, the authors define the phrase reading comprehension. They compare their definition to the prevailing understandings of this term in contemporary articles and reports. They attempt to clarify their definition by saying "what-it-is-not," as well as explaining what reading comprehension does entail. The authors distinguish betwe...
Article
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Many struggling readers in middle school are disengaged from reading. In addition to low achievement, these students can have low motivation for reading. Many factors contribute to disengagement in middle school. Reading instruction is often disconnected from content, making reading tedious. Textbooks are formidable, and students are expected to re...
Article
This study examined the role of different goal-setting instructional interventions in facilitating students' shift to more sophisticated mental models of the circulatory system as indicated by both performance and process data. Researchers adopted the information processing model of self-regulated learning of P. Winne and colleagues (1998, 2001) an...
Article
This paper charts our thinking about engagement in reading. It begins where we began, which is inside a single classroom. The paper ends where we have arrived now, with a model of context for engaged reading. During this pursuit, we asked three major questions. Those questions serve as a framework for this paper, and are the following: (1) How can...
Article
The amount that students read for enjoyment and for school is a major contributor to students' reading achievement and knowledge of the world. Consequently, it is important to identify the factors that predict amount of reading. A literature review revealed that motivation, strategy-use, and past reading achievement all may be expected to predict r...
Article
The National Assessment of Educational Progress (NAEP) requires reading comprehension processes that may be increased by students' amount of engaged reading, parental education, and gender, along with balanced reading instruction and opportunity to read. To examine the effects of those variables on reading achievement and engagement, the authors an...
Article
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Effects of instructional context on intrinsic and extrinsic motivation have been examined with a variety of studies. This quasi experiment compared students receiving an instructional intervention designed to increase intrinsic motivation with students receiving traditional instruction. Concept-oriented reading instruction (CORI) integrated reading...
Article
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The amount and direction of school change in reading achievement on a statewide, high-stakes performance assessment were identified. School change in reading achievement with instructional practices reported by teachers in primary and intermediate grades in 33 schools was predicted. Meta-analyses of the effects of instructional practices in reading...
Book
Blending research evidence with practical recommendations, this book demonstrates how promoting children's engagement with reading can greatly enhance reading achievement. A collection of articles from leading literacy researchers and educators, the book illuminates what a child needs to become an engaged reader and presents a set of instructional...
Article
Constructing meaning during reading is a scientific act. An individual interacting with a text for the purpose of understanding is behaving intentionally. During reading, an individual performs deliberately and purposefully. Conversely, a person is unlikely to comprehend a text by accident. If a person is not aware of the text, not attending to it,...
Article
Motivational variables contribute to reading achievement and text comprehension through several paths. We report the results of 2 studies further examining these relations. Study 1 included 3rd and 5th graders. We measured their motivation and reading amount with questionnaires and their text comprehension with 2 performance tests. Results revealed...
Article
The relationship between prior knowledge, learning strategy use, interest, learning goals, and conceptual understanding was examined. Seventy-two 5th-grade students from 3 science classrooms were the participants. Students completed a knowledge test designed to assess their prior knowledge and conceptual understanding of ecological science concepts...
Article
We define reading engagement as the mutual support of motivations, strategies, and conceptual knowledge during reading. To increase reading engagement, a collaborative team of teachers, reading specialists, and university faculty implemented a year-long integration of reading/language arts and science instruction known as Concept-Oriented Reading I...
Article
Explores student motivations for reading and how school library media specialists can facilitate long-term reading motivation. Discusses extrinsic and intrinsic motivations; media center-sponsored book celebrations; library instruction; curricular integration; and self-expression. A sidebar relates the experiences of an elementary school library-me...
Article
We examined students’ motivations for participating in literacy tasks. We were interested in which motivations prevailed and how these motivations varied in different contexts. From previous literature, we expected that contexts in which student perceived that they had autonomy, opportunity for social interaction, and coherence (connections to othe...
Article
Teacher perceptions of students' intrinsic motivation for reading were examined from the perspective of self-determination development and reading achievement. A sample of 68 teachers from randomly selected elementary schools that were representative of county characteristics rated 374 students on 6 aspects of motivation for reading, including indi...
Article
Full-text available
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 receiv...
Article
Our purpose in this article is to propose a set of design principles to serve as a structural framework for enhancing engagement in reading. We provide a rationale for our emphasis on engagement, which we believe is an important aim of reading instruction. We discuss the sources of the proposed design principles. These design principles consist of...
Article
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The authors explored different aspects of children's reading motivation and how children's motivation related to the amount and breadth of their reading. The reading motives assessed included self-efficacy, intrinsic–extrinsic motivation and goals, and social aspects. Fourth- and 5th-grade children ( N = 105) completed a new reading motivation ques...
Article
We examine characteristics of classroom contexts that influence motivations for reading. We frame the discussion in terms of design principles. First, we propose several general criteria that a set of design principles should meet if the set is to be sufficient to increase long-term motivations for reading. Next, we propose 8 principles derived fro...
Article
A study conducted three experiments focusing on understanding the information processes children use in learning to read Chinese, evaluating the learning differences between skilled and unskilled readers. To understand the strategies of character identification children use, participants in experiment 1, 10 Taiwanese elementary students (five skill...
Article
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THIS STUDY describes changes in literacy engagement during 1 year of Concept-Oriented Reading Instruction (CORI), a new approach to teaching reading, writing, and science. Literacy engagement was defined as the integration of intrinsic motivations, cognitive strategies, and conceptual learning from text. To promote literacy engagement in classrooms...
Article
Shares the author's vision of literacy engagement. Offers a portrait of an engaged fifth-grade literacy learner and then discusses what engagement in literacy is, why it is important, how classroom contexts foster literacy engagement, and how teachers can build engaging classroom contexts. (SR)
Article
Concept-Oriented Reading Instruction (CORI) offers children the opportunity for endless challenges and discovery. Engaged literacy learners are motivated, have conceptual understanding, use cognitive strategies, and interact socially. CORI is a classroom context that promotes literacy engagement in terms of seven dimensions: observational, conceptu...
Article
Looks at the spectrum of motivations children bring into the classroom and discusses how these motivations connect to instruction. Shows that intrinsic motivations sustain long-term literacy learning; extrinsic motivation controls behavior temporarily; intrinsic motivations are needed in integrated instruction; and extrinsic motivations are needed...
Article
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