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Effects of Classroom Practices on Reading Comprehension, Engagement, and Motivations for Adolescents

Guthrie, John T. ; Klauda, Susan Lutz

Reading research quarterly, 2014-10, Vol.49 (4), p.387-416 [Periódico revisado por pares]

United States: Blackwell Publishing Ltd

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Título:
Effects of Classroom Practices on Reading Comprehension, Engagement, and Motivations for Adolescents
Autor: Guthrie, John T. ; Klauda, Susan Lutz
Assuntos: Adolescent/young adult literature ; Adolescents ; Affective influences ; Aliteracy ; Assessment ; Choice ; Choice, preference ; Civil wars ; Classroom Environment ; Classroom management ; Cognitive ; Collaboration ; Comparative Analysis ; Competence ; Concept Formation ; Constructivism ; Content analyses ; Context Effect ; Conventional Instruction ; Criterion referenced ; Depth of (higher level ; Depth of (higher level, literal level, etc.) ; Developmental ; Digital/media literacies ; Early adolescence ; Educational activities ; Elementary school students ; etc. ; Evidence-based ; Experimental ; Experimental, quasi‐experimental ; Field work ; Fluency ; Grade 7 ; Historical text analysis ; History Instruction ; Information literacy ; Informational text ; Instructional Effectiveness ; Instructional models ; Instructional strategies ; Instructional strategies, teaching strategies ; Interest ; Intrinsic ; language ; Learner Engagement ; Literacy ; Literacy Education ; literal level ; Making inferences ; Middle school students ; Motivation ; Motivation research ; Multiple Regression Analysis ; Nonfiction ; Outcomes ; Pedagogy ; Persistence ; preference ; psycholinguistics ; quasi-experimental ; reading ; Reading Comprehension ; Reading Instruction ; Reading motivation ; Reading strategies ; Regression analysis ; Research design ; Scaffolding ; Schema theory ; Scientific ; Self Concept ; Self-efficacy ; Specific subject areas (math ; Specific subject areas (math, art, etc.) ; Structural analysis ; Student Attitudes ; Student Motivation ; student participation ; Summarizing ; Teachers ; Teaching Methods ; teaching strategies ; Text features ; Text features, text structure ; text structure ; Text types ; Text types, text features ; Thematic units ; Theoretical perspectives ; Vocabulary development
É parte de: Reading research quarterly, 2014-10, Vol.49 (4), p.387-416
Notas: ark:/67375/WNG-NFS4T9GC-5
National Institute of Child Health and Human Development - No. RO1 HD052590-01A2
ArticleID:RRQ81
istex:9C05D1407CE7698725AAD4ABC258651F333DA887
ObjectType-Article-1
SourceType-Scholarly Journals-1
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SUSAN LUTZ KLAUDA was a postdoctoral research associate at the University of Maryland, College Park, USA, at the time of this study and is now a research analyst for the National Council on Teacher Quality in Washington, DC, USA; susanlutzklauda@gmail.com.
Descrição: 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 informational text comprehension, was provided in four-week instructional units for 615 grade 7 students. These classroom motivational-engagement supports were implemented within integrated literacy/history instruction in the Concept-Oriented Reading Instruction (CORI) framework. CORI increased informational text comprehension compared with traditional instruction (TI) in a switching replications experimental design. Students' perceptions of the motivational-engagement supports were associated with increases in students' intrinsic motivation, value, perceived competence, and increased positive engagement (dedication) more markedly in CORI than in TI, according to multiple regression analyses. Results extended the evidence for the effectiveness of CORI to literacy/history subject matter and informational text comprehension among middle school students. The experimental effects in classroom contexts confirmed effects from task-specific, situated experimental studies in the literature.
Editor: United States: Blackwell Publishing Ltd
Idioma: Inglês

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Effects of Classroom Practices on Reading Comprehension, Engagement, and Motivations for Adolescents

Guthrie, John T. ; Klauda, Susan Lutz

United States: Blackwell Publishing Ltd

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