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Contributions of Concept-Oriented Reading Instruction to Knowledge About Interventions for Motivations in Reading

机译：面向概念的阅读教学对阅读动机干预的知识的贡献

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摘要

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 goals in reading are also presented. For this intervention, the five instructional practices of relevance, choice, success, collaboration, and thematic unit that are prominent in CORI are portrayed as components that are aligned with motivational constructs. The impact of CORI on some of the motivational processes, cognitive competencies, and reading comprehension are presented in the form of a meta-analysis of 11 CORI studies with 75 effect sizes on 20 outcome variables. The CORI motivational intervention is compared to laboratory treatments and other field studies.
机译：我们介绍了面向概念的阅读教学（CORI）干预的理论和经验解释，旨在提高学生的阅读理解力和阅读动机。该框架指定了一组五种动机结构，它们代表了教学干预的目标。还介绍了阅读中必要的认知目标。对于此干预，CORI中突出的五个相关性，选择性，成功性，协作性和主题单元教学实践被描绘为与动机结构相一致的组件。 CORI对某些动机过程，认知能力和阅读理解的影响以对11项CORI研究的荟萃分析的形式呈现，对20个结果变量的影响大小为75。将CORI动机干预与实验室治疗和其他现场研究进行比较。

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  • 来源
    《Educational Psychologist》 |2007年第4期|237-250|共14页
  • 作者

    John T. Guthrie; Angela Mcrae; Susan Lutz Klauda;

  • 作者单位

    Department of Human Development, University of Maryland,;

    Department of Human Development, University of Maryland,;

    Department of Human Development, University of Maryland,;

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