Classroom Practices Promoting Engagement and Achievement in Comprehension
What role do engagement and motivation have in reading comprehension and comprehension instruction? How can teachers be supported in fostering student engagement and motivation? What does the research say?
In this 60-minute keynote presentation from Reading Research 2004, John Guthrie explores these questions. His presentation makes the following points, outlining their implications for research and teaching:
Engagement has a shared meaning.
Engagement and comprehension are synergistic.
The research base in comprehension is incomplete.
Classroom practices can promote (or prevent) reading engagement.
Experimental (and other) evidence verifies classroom effects.
CORI (Concept Oriented Reading Instruction), a collaborative university-school project focused on integrated reading instruction at the elementary level, is highlighted. More about this work is available in Motivating Reading Comprehension (J.T. Guthrie, A. Wigfield, & K.C. Perencevich, Eds.; Erlbaum, 2004). The CORI video shown during the keynote presentation is also available at the University of Maryland website.
John Guthrie is a professor at the University of Maryland, College Park, Maryland, USA.
Suggested citation: Guthrie, J.T. (2004, May 1). Classroom practices promoting engagement and achievement in comprehension. Keynote address presented at the International Reading Association Reading Research 2004 conference, Reno, Nevada.
Video (15 MB)
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