Influences of Concept-Oriented Reading Instruction on Strategy Use and Conceptual Learning from Text

Abstract

We define reading engagement as the mutual support of motivations, strategies, and conceptual knowledge during reading. To increase reading engagement, a collaborative team of teachers, reading specialists, and university faculty implemented a year-long integration of reading/language arts and science instruction known as Concept-Oriented Reading Instruction (CORI). This instruction contained conceptual themes, real world science interactions, self-directed learning, strategy instruction situated within conceptual contexts, peer collaborations, self-expression of knowledge through portfolios and exhibits, and coherence of the curriculum. Five teachers provided CORI to 53 grade 5 and 67 grade 3 students. 5 teachers provided traditionally organized instruction aimed toward the same objectives to 53 grade 5 and 66 grade 3 students. Students were from 2 low-income schools. The CORI context increased strategy use, conceptual learning, and text comprehension more than traditional instruction, when background was controlled. Principles of contexts for engagement are discussed.

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