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Classroom Practices Promoting Engagement and Achievement
in Comprehension
John T. Guthrie
University of Maryland
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Maps of Reading
• Phonology• Phonics• Vocabulary• Fluency • Comprehension
• Vocabulary• Fluency• Comprehension• Knowledge &
Experience• Self - determining
literacy(independence)
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
• Who believes engagement and motivation are integral to reading comprehension?
• Who believes engagement and motivation are integral to instruction for reading comprehension?
• Who believes teachers need guidance in supporting engagement and motivation for reading comprehension?
• Who believes we have a research base for instruction to support engagement and motivation in reading comprehension?
POLL
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Points for Today1. Engagement has a shared meaning.2. Engagement and comprehension are
synergistic.3. Research base in comprehension is
incomplete.4. Classroom practices can promote (or
prevent) reading engagement.5. Experimental (and other) evidence verifies
classroom effects.6. Implications for research and teaching.
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Engagement—What is it?Leslie Morrow—use of literature (reading
time), influenced by literature in instruction
Mike Pressley—focused, observable text interaction, influenced by outstanding teachers
Barbara Taylor & David Pearson—active reading, influenced by teacher’s challenging, high level questions
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Engagement—What is it?Ellen Skinner—enthusiasm, participation,
influenced by perceived involvement, contingency
Phyllis Blumenfeld—strategic thinking,
influenced by conceptual goals in classroom
Isabel Beck—conceptual analysis of text
influenced by micro-analysis via questions
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Engagement—What is it?Diane Schallert—writing-reading involvement,
influenced by depth and features of textMartin Nystrand—student discussion of text,
influenced by social scaffoldingDeborah Stipek—secondary students’ school
participation, commitment, motivation,influenced by classroom/school goal structure
Ivey, Gambrell, Oldfather, Worthy—interests portrayed for individuals
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Engagement—What is it?
• Guthrie, Wigfield, students
• Joint functioning of:– motivation
– strategies
– knowledge
– social interaction,
During text interaction
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Engagement Model of Reading Development
ComprehensionAchievement
Practices
Real-WorldInteraction
Learning andKnowledge Goals
Autonom
y
Support
Interesting
Text
Strategy
InstructionCollaborationSupport
RewardsAnd Praise
Eval
uatio
nTeacher
Involvement
Social
Interactio
ns Motivations
Conceptual
KnowledgeStra
tegy
Use
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Points for Today
1. Engagement has a shared meaning.2. Engagement and achievement in
comprehension are synergistic.3. Research base in comprehension is
incomplete.4. Classroom practices can promote (or
prevent) reading engagement.5. Experimental (and other) evidence
verifies classroom effects.6. Implications for research and teaching.
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Engagement and Achievement• Does amount of engaged reading influence
achievement?
• Engaged= active book reading, personal purposes, beyond assignments, talking to family and friends, seeking books.
• Questionnaire in NAEP, related to:
• Achievement = NAEP grade 4, 1994
(Guthrie, Schafer, Huang, J. Ed. Res. 2001)
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Construct from NAEP Questionnaire
How often:
• do you read for fun on your own time?
• does your teacher give you time to read books you have chosen yourself?
• does your teacher ask you to read silently?
• do you take books out of the school library or public library for your own enjoyment?
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Conclusions
• Reading engagement is more highly associated with NAEP reading achievement than demographic variables that represent traditional barriers to achievement.
• Reading engagement is more highly associated with NAEP than 3 years of secondary education.
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Comprehension and Amount of Reading
• NRP pronounced no benefit of amount of reading for comprehension because “no experimental studies”.
• But many scientific, multiple regression studies support relationship.
• Amount of reading (print exposure) predicts reading comprehension, statistically controlling for SES, prior achievement, vocabulary, word recognition.
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Points for Today
1. Engagement has a shared meaning.2. Engagement and achievement in
comprehension are synergistic.3. Research base in comprehension is
incomplete.4. Classroom practices can promote (or
prevent) reading engagement.5. Experimental (and other) evidence verifies
classroom effects.6. Implications for research and teaching.
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Knowledge Base in Reading Comprehension
Instruction
What is the most secure, firmly based knowledge we (you) have about reading
comprehension instruction?
What do we (you) know for sure?
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Knowledge Base in Reading Comprehension
• What do we know, and how do we know it?
• NRP and
• RER Gersten et al., meta analysis
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Reading Instruction Knowledge Base
How do we know: Type of Investigation
What do we know:
Instruction scope
Controlled
experimentation
Quasi experimentation/
Systematic observation
Case studies/
Qualitative
A. Low 4 3 3
B. Low/
Moderate2 3 2
C. Moderate
1 2 2
D. High 0 1 2*Number of studies: 4 – Very many; 3 – Many; 2 – Some; 1 - Few
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Reading Instruction Knowledge Base
1. Low – 1 strategy; 1 week; 1-6 ratio; recall
2. Low-moderate– 2-4 strategies; 3-5 weeks; 1-6 ratio; recall
3. Moderate—6-8 strategies; 12 weeks; 1-25 ratio; recall and transfer
4. High—6-8 strategies; 36 weeks; 1-25 ratio; comprehension, fluency, writing
Instructional Scope
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Reading Instruction Knowledge Base
Instruction scope
Controlled
experimentation
Quasi experimentation/
Systematic observation
Case studies/
Qualitative
A. Low 4 3 3
B. Low/
Moderate2 3 2
C. Moderate
1 * 2 * 2
D. High 0 1 2*Number of studies: 4 – Very many; 3 – Many; 2 – Some; 1 - Few
Type of Investigation
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Beyond NRP• Management of strategy instruction over year;
(e.g., sequencing; explicitness)
• Content connections
• Engagement and motivation for reading
• Scaffolding for diversity in classroom
• Research in NRP and RER was designed to solve low scope intervention problem
• Not a field-based classroom instruction problem - Latter not solved
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Methods Across Publications--- 1. Ethnography2. Case studies3. Verbal protocol analysis4. Systematic classroom observations5. Multiple linear regression6. Hierarchical linear modeling7. Structural equation modeling8. Analysis by synthesis9. Quasi experiments 10. True experiments
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Continuum
• Inductive
• Field
• Qualitative
• External validity
• Grounded theory
• Deductive
• Laboratory
• Quantitative
• Internal validity
• Cause and effect
(1)Discovery…….. (10)Confirmation
Convergence is ConfirmingCORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Convergence is Confirming
• Public knowledge depends on grounding from discovery methods, and verification from confirmation methods.
• Validity relies on body of inquiry possessing external realism, and internal warrant.
• NICHD—March, 2004• J. Literacy Research, forthcoming, 2004
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Points for Today1. Engagement has a shared meaning.2. Engagement and comprehension are
synergistic.3. Research base in comprehension is
incomplete.4. Classroom practices can promote (or
prevent) reading engagement.5. Experimental (and other) evidence
verifies classroom effects.6. Implications for research and teaching.
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Classroom Practices
CORI Video
What are all the features and actions in this environment that support students’
reading engagement?
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Engagement Practices in CORI
• Knowledge goals in a conceptual theme
• Real world interactions
• Choices and self direction
• Interesting texts
• Collaborating in literacy
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Promoting Concept Knowledge Goals
• Teaching understanding through conceptual themes about enduring and important concepts vs. pursuing trivial, isolated facts.
• Promoting in-depth learning in an integrated framework.
• Helping students embrace challenge and risk-taking in reading to learn.
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Interacting with the Real World
• It establishes a purpose for reading that is personally significant and meaningful.
• It piques students’ curiosities for reading and sense of wonder about their obesrvations.
• It fosters students’ creating of personal goals for reading and learning concepts via question asking.
Why is this important for student motivation?
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Supporting Student Choice (Autonomy) in CORI
• Providing students with meaningful and academically significant choices
• Encouraging student ownership and control over their learning
• Promoting self-expression via communicating to others
• Encouraging unique approaches in learning concepts
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Interesting Texts
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Collaborating in CORI
What?• Nurturing a positive social structure in the
classroom• Helping students establish common goals and
sense of belonging in the classroom• Helping students develop long-term
collaborations via research projects• Helping students learn to collaborate on
complex tasks of reading, writing, and science learning
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Literature on Engagement-supporting Practices in Reading
• Meta analysis• 22 studies; 131 effect sizes• 75% true experiments• Conservative computations
• Guthrie & Humenick (2004). P. McCardle & V. Chhabra (Eds). The Voice of Evidence in Reading Research, Brookes Publishing
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
0
0.2
0.4
0.6
0.8
1
1.2
Effect Size
KN GL Choices Texts Collab.
Benefits of Motivational Classroom Practices for Students' Motivation
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
Effect Size
KN GL Choice Texts Collab.
Benefits of Motivational Classroom Practices for Students’ Reading Comprehension and
Achievement
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Scaffolding for Engagement
Engaged readers select:
1. Topics appropriate to knowledge goals
2. Tasks matched to accountabilities or task
3. Time for interacting with text/task
4. Strategies to comprehend or fix-up
5. Collaboration for learning
6. Related activity multi-media; hands-on
7. Self-expressions of knowledge or interpret
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Scaffolding for Motivational Growth—Teacher-directed
Teacher selects:• Text (basal—octopus )
• Topic (octopus description)
• Task (answer 3 fact questions)
• Time (20 minutes)
• Strategy (read-answer; read-answer; read-answer)
• Social arrangement, (solo)
• Related activity (rare)
• Evaluation of readingCORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Scaffolding for Motivational Growth Self-selected Reading
Teacher selects• time, (20 minutes)• task (book talk maybe)• strategy (silent reading)• social arrangement
(solo)• related activity (none)• task evaluation (none)
Student selects:•text, (within fiction)•topic, (chapter book)
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Scaffolding for Engagement Growth--#1
• Teacher selects:• topic (solar system)• task (explain one
planet aloud)• time (20 min.)
Student selects:• text, (which nonfiction
book)• strategy, (read; discuss;
write; question)• social arrangement,
(pair; trio) • task evaluation,
(draw&label; write paragraph)
• related activity (Hubble photos—online ; or not)
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Scaffolding for Motivational Growth—Scaffold #2
Teacher selects:• text, (which nonfiction
book: solar system)• strategy, (read; discuss;
write)• social arrangement,
(pair)• task evaluation, (write
paragraph)• related activity (Hubble
photos—online)
Student selects:•topic, (which planet, meteor, dust, etc.)•time, (40 min. this task; then read novel)•task (learn facts; explain movements)
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Scaffolding for Motivational Growth—Advantages
• Students learn multiple dimensions of self-directed, engaged reading.
• Students invest in mainstream curriculum.
• Students’ choices/investment increase meaningfulness, and personal value of reading.
• Students increase cognitive engagement in instructional activities.
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Scaffolding for Motivational Growth—Problems
• Too high scaffold—Ss bored; detached
• Too low scaffold---Ss lost; disabled
• Timing scaffolds—too long; too brief
• Insufficient number of scaffolds in diverse classroom
• Inadequate adaptation of scaffold to Ss
• Failure to fade scaffolds for self-direction
• Challenges to research and innovation.CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Points for Today1. Engagement has a shared meaning.2. Engagement and comprehension are
synergistic.3. Research base in comprehension is
incomplete.4. Classroom practices can promote (or
prevent) reading engagement.5. Experimental (and other) evidence
verifies classroom effects.6. Implications for research and teaching.
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Ultimate Goal in CORI
Enable students to be
ENGAGED READERS wherein they are:• reading avidly• pursuing important concepts• socializing about their reading• using reading strategies
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Research Method
Motivational Practices
Strategy Instruction
Strategy Instruction
Text Interaction
Text Interaction
Text Interaction
CORI STRATEGY INSTRUCT.
TRAD. INSTRUCT.
Analysis by Synthesis: Hierarchical Instructional Design
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Concept-Oriented Reading InstructionConcept-Oriented Reading Instruction
• Direct Strategy Instruction
• Activate, Question, Search, Summarize, Monitor, Organize, Write
• Via Explaining, Modeling, Guided practice
• Motivate with Inquiry context:
• Knowledge goals
• Hands-on science
• Realistic choices
• Interesting texts
• Collaboration
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Prerequisite for Strategy Instruction
• FLUENCY on the text for strategy instruction
• Generalized fluency not required
• Read and reread for expressiveness; make it interesting, fascinating
• Then, question, summary, graphic organizer
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Does CORI Work?
• 4 Experiments
• Year long CORI
• Grades 3 + 5
• 3 Schools; 12 teachers
• Multicultural, Chapter I schools
CORI vs. Traditional Instruction
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Does CORI Work?
• CORI Advantages over Traditional in:
• Reading Comprehension
• Reading Strategies
• Reading Motivation
• Guthrie, et.al. RRQ, 1996; ESJ, 1999 J.Ed.Psych, 1998, 2000.
CORI vs. Traditional Instruction
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Questions for Study I-2004
To what extent does CORI, in comparison to SI, increase:
• Reading comprehension
• Reading motivation
• Reading strategy competence
• Guthrie, Wigfield, others. J.Educ.Psy., 2004
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Research Method
Motivational Practices
Strategy Instruction
Strategy Instruction
Text Interaction
Text Interaction
Text Interaction
CORI STRATEGY INSTRUCT.
TRAD. INSTRUCT.
Analysis by Synthesis: Hierarchical Instructional Design
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Instructional Frameworks
Engagement support:• Content goals for
instruction• Hands on experiences• Autonomy support• Interesting text• Collaboration in
instruction
Strategy instruction:• Activating background• Questioning• Searching• Summarizing• Organizing graphically• Structuring stories
Concept-Oriented Reading Instruction (CORI)
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Instructional Frameworks
Strategy instruction:• Activating background• Questioning• Searching• Summarizing• Organizing graphically• Structuring stories
Strategy Instruction (SI)
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Study I: Method
• Design—pretest, posttest equivalent groups
• Students—260 third graders, in 4 schools, mixed
• Instruction—12 weeks, 100 min. daily
• Professional development—10 + 5 days
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Professional Development• Days -- 10 summer; 5 fall• Teachers do mini CORI (2.5 hours)• Teachers do children’s strategies• View videos of motivation support• View videos of excellent strategy
instruction • Adapt Teacher’s Guide to children,
books, goals in classrooms
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Study I: Method
• Multiple text comprehension—70 pages, 22 sections, writing task
• Passage comprehension—500 word passages; relatedness of key words
• Strategies—activating background, questioning, searching for information
• Motivation—self-report—curiosity, involvement, challenge, self-efficacy
Pretest and Posttest Measures:
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Reading Motivation Development (gr. 3-5)
• Interests in topics or authors• Involvement in extended reading• Knowing through reading• Choice and ownership of
topics/texts/authors• Social goals and interactions• Efficacy for reading in domain• Identity as a reader
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Interest
“I think I read about all the books on my bookshelf about four times. I like
reading about animals…Really I usually won’t put no animal book
down unless it’s really, really boring…I love animal books a lot.”
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Involvement
“I take bottles of water to my room, because when I start to read I don’t come out of my room for about three hours…Sometimes I even take books to the dinner table and read.”
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Knowledge & Information
“I just like to learn a lot. It’s really fun for me and it’s just really cool that you can learn something that your parents don’t even know…I like to teach teachers things that
they don’t know yet.”
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Choice
“When I pick out a book, usually it’s about something I like…I like picking them out myself because I
always pick out a book that inspires me and that I like.”
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Social
“Sometimes I’ll walk up to the teacher at the end of the day and when everyone’s left, I’ll sit there and talk to her about it, and I’ll
ask her questions about the book.”
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Efficacy
“Usually the books in the library are a little too easy and I don’t
like easy books. I like challenging books.”
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
CORI and SI on Passage Comprehension
0
0.1
0.2
0.3
0.4
0.5
0.6
Pre Post
SICORI
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
CORI and SI on Multiple Text Comprehension (I)
0
0.5
1
1.5
2
2.5
3
3.5
4
Pre Post
SICORI
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
CORI and SI on Strategy Composite
(activating background, organizing, searching)
0
1
2
3
4
5
6
7
8
Pre Post
SICORI
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
CORI and SI on Reading Motivation Composite
0
2
4
6
8
10
12
14
16
Pretest Posttest
SICORI
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Conclusions-Study I
CORI surpassed SI in:• Passage comprehension
• Reading strategy composite
• Reading motivation composite (self-report)
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Study II: Method
Identical to Study I, except:• Standardized reading comp.—
(Gates MacGinitie)
• Motivation measure—teachers ratings
• Traditional instruction group
(4 classrooms)
• Added classrooms (3) within schools
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
CORI, SI and TI on Passage Comprehension
0
0.050.1
0.15
0.2
0.250.3
0.35
0.4
0.450.5
Pre Post
SI
TICORI
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
CORI, SI + TI on Gates MacGinitie
(grade equivalent)(II)
0
1
2
3
4
5
6
Post
SI
TICORI
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
CORI and SI on Reading Motivations
0
0.5
1
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2
2.5
3
3.5
4
4.5
Intrinsic Extrinsic Efficacy
SICORI
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Study II: Conclusions
• CORI surpassed SI and TI on passage comprehension (replication)
• CORI exceeded SI and TI on Gates MacGinitie reading comprehension
• CORI was higher than SI on reading motivations (teacher ratings)
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Research Method
Motivational Practices
Strategy Instruction
Strategy Instruction
Text Interaction
Text Interaction
Text Interaction
CORI STRATEGY INSTRUCT.
TRAD. INSTRUCT.
Analysis by Synthesis: Hierarchical Instructional Design
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Discussion: Inferences from Findings
• Hierarchical instructional design• When motivational support is combined
with strategy instruction and text interaction, CORI is “value added” for reading outcomes, compared to SI or TI.
• This “value added” may be due to all or some, or the interaction among motivational practices within CORI. We believe they are synergistic.
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Points for Today
1. Engagement has a shared meaning.2. Engagement and comprehension are
synergistic.3. Research base in comprehension is
incomplete.4. Classroom practices can promote (or prevent)
reading engagement.5. Experimental (and other) evidence verifies
classroom effects.6. Implications for research and teaching.
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
• NCLB mandates grade 3-8 assessment;
• SBRR addresses K-2 word recognition.
• Comprehension research in grades 3-8 is limited.
• Education decisions most impacted by NCLB have least research base.
Two Gaps in Knowledge--- #1Implications
So, we need research on comprehension instruction, using multiple methods,
including investigations of engagement.CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Two Gaps in Knowledge--#2• Comprehension instruction from
experimental literature is low scope strategy instruction.
• Little extended application.
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
Implications
So, we need innovative teaching practices that provide pervasive, designed engagement
support, as well as strategy instruction.
Implications
• Optimistic about current trajectory
• Body of knowledge in engagement is born and growing
• Evidence is positive for model of:– instruction impacts engagement;
– engagement impacts achievement
– both benefit children
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004
“not the filling of a pail,
but the lighting
of a fire.”
–W. B. Yeats
Education isEducation is
CORI©Copyright by John T. Guthrie. All rights reserved, May 1, 2004