Additional Readings Concept-Oriented Reading Instruction

1 additional readings

1.1 books
1.2 peer-reviewed journal articles
1.3 chapters
1.4 further reading

1.4.1 elementary grades
1.4.2 middle school , above

additional readings
books

guthrie, j. t. (ed.). (2008). engaging adolescents in reading. thousand oaks, ca: corwin press.
guthrie, j. t., wigfield, a., & perencevich, k. c. (eds.) (2004). motivating reading comprehension: concept-oriented reading instruction. mahwah, nj: erlbaum.

peer-reviewed journal articles

ho, a. n., & guthrie, j. t. (2013). patterns of association among multiple motivations , aspects of achievement in reading. reading psychology, 34, 1-47.
guthrie, j. t., coddington, c. s., & wigfield, a. (2009). profiles of motivation reading among african american , caucasian students. journal of literacy research, 41, 317-353. download – personal use only
guthrie, j. t., mcrae, a., coddington, c. s., klauda, s. l., wigfield, a., & barbosa, p. (2009). impacts of comprehensive reading instruction on diverse outcomes of low-achieving , high-achieving readers. journal of learning disabilities, 42, 195-214.download – personal use only
coddington, c. s., & guthrie, j. t. (2009). teacher , student perceptions of boys’ , girls’ reading motivation. reading psychology, 30, 225-249.download – personal use only
taboada, a., tonks, s. m., wigfield, a. & guthrie, j. t. (2009). effects of motivational , cognitive variables on reading comprehension. reading , writing: interdisciplinary journal, 22, 85-106.
klauda, s. l. & guthrie, j. t. (2008). relationships of 3 components of reading fluency reading comprehension. journal of educational psychology, 100, 310-321.download – personal use only
guthrie, j. t., hoa, l. w., wigfield, a., tonks, s. m., humenick, n. m., & littles, e. (2007). reading motivation , reading comprehension growth in later elementary years. contemporary educational psychology, 32, 282-313.download – personal use only
guthrie, j. t., hoa, l. w., wigfield, a., tonks, s. m., & perencevich, k. c. (2006). spark fire: can situational reading interest lead long-term reading motivation? reading research , instruction, 45, 91-117. download – personal use only
lutz, s. l., guthrie, j. t., & davis, m. h. (2006). scaffolding engagement in learning: observational study of elementary school reading instruction. journal of educational research, 100, 3-20.download – personal use only
guthrie, j. t., wigfield, a., humenick, n. m., perencevich, k. c., taboada, a., & barbosa, p. (2006). influences of stimulating tasks on reading motivation , comprehension. journal of educational research, 99, 232-245. download – personal use only
guthrie, j. t. (2004). teaching literacy engagement. journal of literacy research, 36, 1-30.
ozgungor, s., & guthrie, j. t. (2004). interactions among elaborative interrogation, knowledge, , interest in process of constructing knowledge text. journal of educational psychology, 96, 437-443.download – personal use only
wang, j. h., & guthrie, j. t. (2004). modeling effects of intrinsic motivation, extrinsic motivation, amount of reading, , past reading achievement on text comprehension between u.s. , chinese students. reading research quarterly, 39, 162-186.
wigfield, a., guthrie, j. t., tonks, s., & perencevich, k. c. (2004). children s motivation reading: domain specificity , instructional influences. journal of educational research, 97, 299-309.download – personal use only
guthrie, j. t., & davis, m. h. (2003). motivating struggling readers in middle school through engagement model of classroom practice. reading & writing quarterly, 19, 59-85.download – personal use only
guthrie, j. t., wigfield, a., & vonsecker, c. (2000) effects of integrated instruction on motivation , strategy use in reading. journal of educational psychology, 92, 331-341.download – personal use only
guthrie, j. t., van meter, p., hancock, g. r., mccann, a., anderson, e., & alao, s. (1998). concept-oriented reading instruction increase strategy-use , conceptual learning text? journal of educational psychology, 90, 261-278.download – personal use only
swan, e. (1998). motivational , cognitive influences on conceptual knowledge: combination of science observation , interesting texts. (doctoral dissertation). download – personal use only
guthrie, j. t., van meter, p. mccann, a. d., & wigfield, a. (1996). growth of literacy engagement: changes in motivations , strategies during concept-oriented reading instruction. reading research quarterly, 31, 306-332.

chapters

guthrie, j. t., wigfield, a., & you, w. (2012). instructional contexts engagement , achievement in reading. in s. christensen, a. reschly, & c. wylie (eds.), handbook of research on student engagement (pp. 601–634). new york: springer science.
guthrie, j. t., & mcrae, a. (2011). reading engagement among african american , european american students. in s. j. samuels & a. e. farstrup (eds.), research has reading instruction (4th ed.). newark, de: international reading association.
swan, e. a., coddington, c. s., & guthrie, j. t. (2010). engaged silent reading. in e. h. hiebert & d. r. reutzel (eds.), revisiting silent reading (pp. 95–111). newark, de: international reading association.
wigfield, a., & guthrie, j. t. (2010). impact of concept-oriented reading instruction on students’ reading motivation, reading engagement, , reading comprehension. in j. l. meece & j. s. eccles (eds.), handbook of research on schools, schooling, , human development (pp. 463–477). mahwah, nj: erlbaum.
guthrie, j. t., & coddington, c. s. (2009). reading motivation. in k. wentzel & a. wigfield, (eds.), handbook of motivation @ school (pp. 503–525). new york: routledge.
wigfield, a., tonks. s., & klauda, s. l. (2009). expectancy-value theory. in k. r.wentzel & a. wigfield (eds.), handbook of motivation @ school (pp. 55–75). new york: routledge.
guthrie, j. t., rueda, r. s., gambrell, l. b., & morrison, d. a. (2009). roles of engagement, valuing, , identification in reading development of students diverse backgrounds. in l. morrow & r. s. *rueda, (eds.), handbook of reading , literacy among students diverse backgrounds (pp. 195–215). new york: guilford.
mcrae, a., & guthrie, j. t. (2009). promoting reasons reading: teacher practices impact motivation. in e. h. hiebert (ed.), reading more, reading better (pp. 55–76). new york: guilford.
taboada, a., guthrie, j. t., & mcrae, a. (2008). building engaging classrooms. in r. fink & s. j. samuels (eds.), inspiring reading success: interest , motivation in age of high-stakes testing (pp. 141–166). newark, de: international reading association.
guthrie, j. t., taboada, a., & coddington, c. s. (2007). engagement practices strategy learning in concept-oriented reading instruction. in d. s. mcnamara (ed.), reading comprehension strategies: theory, interventions, , technologies (pp. 241–266). mahwah, nj: erlbaum.
guthrie, j. t. & wigfield, a. (2005). roles of motivation , engagement in reading comprehension assessment. in s. paris, & s. stahl (eds.), children s reading comprehension , assessment (pp. 187–213). mahwah: nj: erlbaum.
guthrie, j. t. & humenick, n. m. (2004) motivating students read: evidence classroom practices increase reading motivation , achievement. in. p. mccardle & v. chhabra (eds.), voice of evidence in reading research (pp. 329–354). baltimore: brookes.
guthrie, j. t. (2003). concept-oriented reading instruction: practices of teaching reading understanding. in c. snow & a. sweet (eds.), reading understanding: implications of rand report education (pp. 115–140). new york: guilford.

further reading

guthrie, j. t., & klauda, s. l. (2012). making textbook reading meaningful. educational leadership, 69, 64-68.
pearson, p. d., moje, e., & greenleaf, c. (2011). literacy , science: each in service of other. science, 328, 459-463.
guthrie, j. t., & anderson, e. (1999). engagement in reading: processes of motivated, strategic, knowledgeable, social readers. in j. t. guthrie & d. e. alvermann (eds.), engaged reading: processes, practices, , policy implications (pp. 17–45). new york: teachers college press.
wigfield, a. (1997). children’s motivations reading , reading engagement. in j. t. guthrie & a. wigfield (eds.), reading engagement: motivating readers through integrated instruction (pp. 14–33). newark, de: international reading association.

elementary grades

bitter, c., o’day, j., gubbins, p., & socias, m. (2009). works improve student literacy achievement? examination of instructional practices in balanced literacy approach. journal of education students placed @ risk, 14(1), 17–44.
clark, a-m., anderson, r. c., kuo, l., kim, i., archodidou, a., & nguyen-jahiel, k. (2003). collaborative reasoning: expanding ways children talk , think in school. educational psychology review, 15(2), 181–198.
duke, n. k. (2000). 3.6 minutes per day: scarcity of informational texts in first grade. reading research quarterly, 35(2), 202–224.
duke, n. k., & pearson, p. d. (2002). effective practices developing reading comprehension. in a. e. farstup & s. j. samuels (eds.), research has reading instruction (3rd ed., pp. 205–242). newark, de: international reading association.
duke, n. k., martineau, j. a., frank, k. a., & bennett-armistead, v. s. (2009). impact of including more informational text in first grade classrooms. unpublished.
guthrie, j. t., & mccann, a. d. (1998). characteristics of classrooms promote motivations , strategies learning. in j. t. guthrie & a. wigfield (eds.), reading engagement: motivating readers through integrated instruction (2nd ed., pp. 128– 148). newark, de: international reading association.
guthrie, j. t., anderson, e., alao, s., & rinehart, j. (1999). influences of concept-oriented reading instruction on strategy use , conceptual learning text. elementary school journal, 99(4), 343–366.
guthrie, j. t., wigfield, a., barbosa, p., perencevich, k. c., taboada, a., davis, m. h., et al. (2004). increasing reading comprehension , engagement through concept-oriented reading instruction. journal of educational psychology, 96(3), 403–423.
guthrie, j. t., wigfield, a., humenick, n. m., perencevich, k. c., taboada, a., & barbosa, p. (2006). influences of stimulating tasks on reading motivation , comprehension. journal of educational research, 99(4), 232–245.
hansen, j. (1981). effects of inference training , practice on young children’s reading comprehension. reading research quarterly, 16(3), 391–417.
linnenbrink, l. a., & pintrich, p. r. (2003). role of self-efficacy beliefs in student engagement , learning in classroom. reading & writing quarterly, 19, 119–137.
national reading panel. (2000). teaching children read: evidence-based assessment of scientific research literature on reading , implications reading instruction (nih publication no. 00-4769). washington, dc: national institute of child health , human development.
perfetti, c. a., landi, n., & oakhill, j. (2005). acquisition of reading comprehension skill. in m. j. snowling & c. hulme (eds.), science of reading: handbook (pp. 227–247). oxford: blackwell.
pressley, m., burkell, j., cariglia-bull, t., lysynchuk, l., mcgoldrick, j. a., shneider, b., et al. (1990). cognitive strategy instruction improves children’s academic performance. cambridge, ma: brookline books.
pressley, m., dolezal, s. e., raphael, l. m., mohan, l., roehrig, a. d., & bogner, k. (2003). motivating primary-grade students. new york: guilford press.
reutzel, d. r., smith, j. a., & fawson, p. c. (2005). evaluation of 2 approaches teaching reading comprehension strategies in primary years using science information texts. childhood research quarterly, 20, 276–305.
skinner, e. a., & belmont, m. j. (1993). motivation in classroom: reciprocal effects of teacher behavior , student engagement c across school year. journal of educational psychology, 85, 571–581.
slavin, r. e.(1990). cooperative learning: theory, research, & practice. englewood, nj: prentice hall.
williams, j. p., staggord, k. b., lauer, k. d., hall, k. m., & pollini, s. (2009). embedding reading comprehension training in content-area instruction. journal of educational psychology, 101(1), 1–20.

middle school , above

adler, m., & rougle, e. (2005). building literacy through classroom discussion: research-based strategies developing critical readers , thoughtful writers in middle school. new york: scholastic.
applebee, a. n., langer, j. a., nystrand, m., & gamoran, a. (2003). discussion-based approaches developing understand¬ing: classroom instruction , student performance in middle , high school english. american educational research journal, 40(3), 685–730.
artley, s. (1944). study of re¬lationships existing between general reading comprehension , reading comprehension in specific subject matter area. journal of educational re¬search, 37, 464–73.
biancarosa, c., & snow, c. e. (2006). reading next: vision action , research in middle , high school literacy: report carnegie corporation of new york (2nd ed.). washington, dc: alliance excellent education.
biancarosa, g., & snow, c. e. (2004). reading next: vision action , research in middle , high school literacy: report carnegie corporation of new york. washington, dc: alliance excellent education.
guthrie, j. t., & humenick, n. m. (2004). motivating students read: evidence classroom practices increase reading motivation , achievement. in p. mccardle & v. chhabra (eds.), voice of evidence in reading research (pp. 329–54). baltimore, md: paul h. brookes publishing.
guthrie, j. t., & mccann, a. d. (1997). characteristics of classrooms promote motivations , strategies learning. in j. t. guthrie & a. wigfield (eds.), reading engagement: motivating readers through integrated instruction (pp. 128–48). newark, de: international reading association.
guthrie, j. t., anderson, e., alao, s., & rinehart, j. (1999). influences of concept-oriented reading instruction on strategy use , conceptual learning text. elementary school journal, 99(4), 343–66.
guthrie, j. t., wigfield, a., & vonsecker, c. (2000). effects of integrated instruction on motivation , strategy use in read¬ing. journal of educational psychology, 92(2), 331–41.
heller, r., & greenleaf, c. l. (2007). literacy instruction in content areas: getting core of middle , high school improvement. washington, dc: alliance excellent education.
kamil, m. l. (2003). adolescents , literacy: reading 21st century. washington dc: alliance excellent education.
kingery, e. (2000). teaching metacognitive strategies enhance higher level thinking in adolescents. in p. e. linder, e. g. sturtevant, w. m. linek, & j. r. dugan (eds.), literacy @ new horizon: twenty-secondary yearbook. (pp. 74–85) commerce, tx: college reading association.
klingner, j. k., vaughn, s., & schumm, j. s. (1998). collaborative strategic reading during social studies in heterogeneous fourth-grade classrooms. elementary school journal, 99(1), 3–22.
koury, k. a. (1996). impact of pre¬teaching science content vocabulary using integrated media knowledge acquisition in collaborative class¬room. journal of computing in child¬hood education, 7(3–4), 179–97.
langer, j. a. (2001). beating odds: teaching middle , high school students read , write well. american educational research journal, 38(4), 837–80.
lee, j., griggs, w. s., & donahue, p. l. (2007). nation’s report card: reading (nces 2007-496). washington, dc: u.s. department of education, institute of education sciences, national center education statistics.
scammacca, n., roberts, g., vaughn, s., edmonds, m., wexler, j., reutebuch, c. k., & torgesen, j. k. (2007). interventions adolescent struggling readers: meta-analysis implications practice. portsmouth, nh: rmc research corporation, center on instruction.
schunk, d. h. (2003). self-efficacy read¬ing , writing: influence of modeling, goal setting, , self-evaluation. reading & writing quarterly, 19(2), 159–72.
zwiers, j. (2004). building reading compre¬hension habits in grades 6–12: toolkit of classroom activities. newark, de: international reading association.