University of Georgia

- 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. 

Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction- Results

Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., . . . Tonks, S. (2004). Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction. Journal of Educational Psychology, 96(3), 403-423. doi:10.1037/0022-0663.96.3.403

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