Premium
Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes
Author(s) -
Wigfield Allan,
Guthrie John T.,
Perencevich Kathleen C.,
Taboada Ana,
Klauda Susan Lutz,
McRae Angela,
Barbosa Pedro
Publication year - 2008
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20307
Subject(s) - reading (process) , reading comprehension , psychology , reading motivation , cognition , comprehension , student engagement , reciprocal teaching , mathematics education , computer science , linguistics , philosophy , neuroscience , programming language
The engagement model of reading development suggests that instruction improves students' reading comprehension to the extent that it increases students' engagement processes in reading. We compared how Concept‐Oriented Reading Instruction (CORI) (support for cognitive and motivational processes in reading), strategy instruction (support for cognitive strategies in reading), and traditional instruction in fourth‐grade classrooms differentially influenced students' reading comprehension, strategy use, and engagement in reading. Students experiencing CORI were significantly higher than both comparison groups on reading comprehension, reading strategies, and reading engagement. When students' level of reading engagement was statistically controlled, the differences between the treatment groups were not significant. We infer that the level of students' reading engagement during classroom work mediated the instructional effects on reading outcomes. © 2008 Wiley Periodicals, Inc.