Principles of Integrated Instruction for Engagement in Reading

Our purpose in this article is to propose a set of design principles to serve as a structural framework for enhancing engagement in reading. We provide a rationale for our emphasis on engagement, which we believe is an important aim of reading instruction. We discuss the sources of the proposed design principles. These design principles consist of a set of features of the classroom context including: conceptual themes, real-world interactions, self-direction, interesting texts, social collaboration, self-expression, cognitive strategy instruction, time for engaged reading, and coherence. We present empirical support from the educational psychology literature for each principle. For illustration, we provide a brief depiction of each principle functioning within a framework of Concept-Oriented Reading Instruction (CORI). We emphasize that each principle is dependent on several others, and we describe how the functioning of each principle is contingent on the occurrence of several affiliated principles in the vignettes of CORI.

[1]  P. Pintrich,et al.  Students' motivational beliefs and their cognitive engagement in classroom academic tasks. , 1992 .

[2]  Cathy Collins Block,et al.  Strategy Instruction in a Literature-Based Reading Program , 1993, The Elementary School Journal.

[3]  Michael S. Meloth.  Changes in Poor Readers' Knowledge of Cognition and the Association of Knowledge of Cognition with Regulation of Cognition and Reading Comprehension. , 1990 .

[4]  Allan Wigfield,et al.  Relations of Children's Motivation for Reading to the Amount and Breadth of Their Reading. , 1997 .

[5]  Keith E. Stanovich,et al.  Predicting growth in reading ability from children's exposure to print☆ , 1992 .

[6]  William D. Schafer,et al.  Relationships of Instruction to Amount of Reading: An Exploration of Social, Cognitive, and Instructional Connections. , 1995 .

[7]  Michael Pressley,et al.  Use of elaborative interrogation to help students acquire information consistent with prior knowledge and information inconsistent with prior knowledge , 1994 .

[8]  D. Stipek.  Motivation and instruction. , 1996 .

[9]  Sandra Graham,et al.  Motivational influences on cognition : task involvement, ego involvement, and depth of information processing , 1991 .

[10]  M. Y. Lipson,et al.  Integration and Thematic Teaching: Integration to Improve Teaching and Learning. , 1993 .

[11]  John A. Ross.  Controlling Variables: A Meta-Analysis of Training Studies , 1988 .

[12]  Ann L. Brown,et al.  Training in Self-Explanation and Self-Regulation Strategies: Investigating the Effects of Knowledge Acquisition Activities on Problem Solving , 1995 .

[13]  Eric M. Anderman,et al.  Motivation and strategy use in science: Individual differences and classroom effects , 1994 .

[14]  Keith E. Stanovich,et al.  Using children's literacy activities to predict growth in verbal cognitive skills : A longitudinal investigation , 1996 .

[15]  Suzanne Hidi,et al.  Interest and Its Contribution as a Mental Resource for Learning , 1990 .

[16]  D. Kear,et al.  Children's Attitudes toward Reading: A National Survey. , 1995 .

[17]  David W. Johnson,et al.  Impact of Goal and Resource Interdependence on Problem-Solving Success , 1989 .

[18]  Michael S. Meloth,et al.  Task Talk and Task Awareness Under Different Cooperative Learning Conditions , 1994 .

[19]  J. Meece,et al.  Students' goal orientations and cognitive engagement in classroom activities , 1988 .

[20]  Ann L. Brown.  Transforming schools into communities of thinking and learning about serious matters. , 1997 .

[21]  Marcia C. Linn,et al.  Creating Lifelong Science Learners: What Models Form a Firm Foundation? , 1996 .

[22]  Annemarie S. Palincsar,et al.  Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning , 1991 .

[23]  Gregory Schraw,et al.  Sources of Situational Interest , 1995 .

[24]  Peggy Noel Van Meter,et al.  Growth of Literacy Engagement: Changes in Motivations and Strategies During Concept‐Oriented Reading Instruction , 1996 .

[25]  R. Ryan,et al.  Autonomy in children's learning: an experimental and individual difference investigation. , 1987, Journal of personality and social psychology.

[26]  Beverly D. Payne,et al.  Basal reader instruction: Effects of comprehension monitoring training on reading comprehension, strategy use and attitude , 1992 .

[27]  S. Harter.  The Perceived Competence Scale for Children. , 1982 .

[28]  L. Morrow.  Motivating Reading and Writing in Diverse Classrooms: Social and Physical Contexts in a Literature-Based Program. NCTE Research Report No. 28. , 1996 .

[29]  K. Tobin.  Student task involvement in activity oriented science , 1984 .

[30]  Ulrich Schiefele,et al.  Topic interest, text representation, and quality of experience , 1996 .

[31]  V. Ortiz.  Reading Activities and Reading Proficiency among Hispanic, Black, and White Students , 1986, American Journal of Education.

[32]  Warwick B. Elley,et al.  How in the World do Students Read , 1993 .

[33]  Warwick B. Elley,et al.  How in the World Do Students Read? IEA Study of Reading Literacy. , 1992 .

[34]  Carl W. Swartz,et al.  Goals and Progress Feedback: Effects on Self-Efficacy and Writing Achievement , 1993 .

[35]  V. McLoyd.  The Effects of Extrinsic Rewards of Differential Value on High and Low Intrinsic Interest. , 1979 .

[36]  Commentary: Reflections on motivations for reading--through the looking glass of theory, practice, and reader experiences , 1997 .

[37]  M. Chi,et al.  Eliciting Self‐Explanations Improves Understanding , 1994 .

[38]  John T. Guthrie,et al.  Designing contexts to increase motivations for reading , 1997 .

[39]  Anthony S. Bryk,et al.  Comparing Instructional Models for the Literacy Education of High-Risk First Graders , 1994 .

[40]  Gavriel Salomon,et al.  Unorthodox thoughts on the nature and mission of contemporary educational psychology , 1996 .

[41]  B. Zimmerman,et al.  Self-Motivation for Academic Attainment: The Role of Self-Efficacy Beliefs and Personal Goal Setting , 1992, American Educational Research Journal.

[42]  Patricia A. Alexander,et al.  Interrelationship of Knowledge, Interest, and Recall: Assessing a Model of Domain Learning , 1995 .

[43]  E. Deci,et al.  Quality of Learning With an Active Versus Passive Motivational Set , 1984 .

[44]  Penny Oldfather,et al.  Toward a Social Constructivist Reconceptualization of Intrinsic Motivation for Literacy Learning , 1994 .

[45]  E. Skinner,et al.  Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. , 1993 .

[46]  Julianne C. Turner.  The Influence of Classroom Contexts on Young Children's Motivation for Literacy. , 1995 .

[47]  Kenneth Tobin,et al.  Relationships between classroom process variables and middle-school science achievement. , 1982 .

[48]  Michael Pressley,et al.  A Survey of Instructional Practices of Primary Teachers Nominated as Effective in Promoting Literacy , 1996, The Elementary School Journal.

[49]  E. Deci,et al.  Motivation and Education: The Self-Determination Perspective , 2008 .

[50]  Edward L. Deci,et al.  An Instrument to Assess Adults' Orientations toward Control versus Autonomy with Children: Reflections on Intrinsic Motivation and Perceived Competence. , 1981 .