• 3 CORI and 5 SI teachers were used for data analysis
• At posttest, the reading comprehension strategies of background knowledge activation, searching, questioning, and organizing each correlated with multiple text comprehension, significantly
• Motivation at posttest correlated significantly with multiple text comprehension, passage comprehension, and the strategy composite
• More highly implementing teachers had higher reading comprehension in their classrooms
• The correlation between implementation quality and reading comprehension was r(9) = .64, p = .06.

Overall, CORI students scored higher at posttest than SI students on multiple text comprehension, passage comprehension, reading strategy composite, and reading motivation composite, with no differences present at pretest.