WorldCat Identities

Perencevich, Kathleen C.

Overview
Works: 5 works in 69 publications in 2 languages and 3,069 library holdings
Genres: Case studies 
Roles: Author, htt, Editor
Classifications: LB1573.75, 372.47
Publication Timeline
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Most widely held works by Kathleen C Perencevich
Motivating reading comprehension : concept-oriented reading instruction by John T Guthrie( )

18 editions published between 2004 and 2010 in English and Undetermined and held by 1,495 WorldCat member libraries worldwide

Concept Oriented Reading Instruction (CORI) is a unique, classroom-tested model of reading instruction that breaks new ground by explicitly showing how content knowledge, reading strategies, and motivational support all merge in successful reading instruction. A theoretical perspective (engagement in reading) frames the book and provides a backdrop for its linkage between hands-on science activities and reading comprehension. Currently funded by the Interagency Educational Research Initiative (IERI), this model has been extensively class tested and is receiving national attention that includes being featured on a PBS special on the teaching of reading. Key features of this outstanding new volume include: *Theoretical Focus--CORI's teaching framework revolves around the engagement perspective of reading: how engaged reading develops and the classroom contexts and motivational supports that promote it. *Content-Area Focus--Although science is the content area around which CORI has been developed, its basic framework is applicable to other content areas. *Focus on Strategy Instruction--CORI revolves around a specific set of reading strategies that the National Reading Panel (2000) found to be effective. In some current CORI classrooms collaborating teachers implement all aspects of CORI and in other classrooms teachers implement just the strategy instruction component. *Illustrative Vignettes and Cases--Throughout the book vignettes and mini-case studies convey a situated view of instructional practices for reading comprehension and engagement. A detailed case study of one teacher and of the reading progress of her students is featured in one chapter. This book is appropriate for graduate and advanced undergraduate students in education and psychology, for practicing teachers, and for researchers in reading comprehension and motivation
From principles of learning to strategies for instruction : empirically based ingredients to guide instructional development by Robert J Seidel( )

20 editions published between 2004 and 2010 in English and held by 1,114 WorldCat member libraries worldwide

"This book is a practical guide for developing instructional strategies across the four principal domains, cognitive, affective, psychomotor, and interpersonal; and is backed by empirically supported learning principles. It is useful both to the experienced as well as the novice developer (e.g. the student)."--Jacket
From principles of learning to strategies for instruction : with, Workbook companion : a needs-based focus on high school adolescents by Robert J Seidel( )

29 editions published between 2005 and 2007 in English and German and held by 458 WorldCat member libraries worldwide

The premise of From Principles of learning to Strategies for Instruction with Workbook Companion is that, in order to provide strategies for instruction, it is both appropriate and necessary to draw upon empirically based principles, or heuristics, from psychological literature on the learning process. The descriptive laws of psychology provide a foundation for the intrinsic relationship between cognitive development, learning, meta-cognition, and other psychological organizing principles and serve as the basis for prescriptions of instructional strategies. The fields of psychology, training, and education are necessarily interrelated, and practitioners/developers of training and education are suggesting new psychological research possibilities based on evidence from their own fields. To continue building effective instructional strategies, the reciprocal relationship between psychology and learning must be recognized and explored. The first part of this volume is a reprint of the original book, which highlights principles of learning which have been synthesized from research literature in psychology. Upon that foundation, the authors develop a taxonomy for tasks and recommend strategies for instruction in acquisition, automaticity, near term transfer, and far term transfer. The second part of this volume is a newly-developed Companion Workbook focusing solely on developing instructional strategies for high school level adolescents. Written by individuals with expertise in training teachers, developing curriculum, and educating high school students, each chapter uses the four tier model from the first section to develop practical and specific strategies to implement in a variety of content areas. Intended for both new and experienced teachers working with high school adolescents, the goal of the Workbook Companion is to provide educators with strategies to incorporate each of the four cognitive domains into their lesson plans, regardless of subject area.
The Associations of Autonomy Support and Conceptual Press with Engaged Reading and Conceptual Learning from Text by Kathleen C Perencevich( )

1 edition published in 2004 in Undetermined and held by 1 WorldCat member library worldwide

This study examined the associations of autonomy support and conceptual press, with reading engagement and conceptual learning from text. When students perceive their teacher to be supporting autonomy, it means that student choice, ownership, and personal goals are emphasized. When students perceive their teacher to be supporting conceptual press, it means that the teacher (a) promotes understanding of the substantial principles of a domain; (b) helps students use information integration strategies during reading, such as concept mapping, and (c) promotes persistence on moderately challenging tasks. Based on the self-process model of motivation (Connell & Wellborn, 1990) and an engagement perspective of reading (Baker, Dreher & Guthrie, 2000), it was hypothesized that as students perceived their instruction to be motivating, their reading engagement would increase. In turn, as engaged reading increases, conceptual learning from text would increase. For this investigation, 244 fourth- and fifth-grade students reported their perceptions of their teachers' use of conceptual press and autonomy support in reading instruction. Multifaceted components of reading engagement were measured. Reading engagement was defined as the manifestations of affective, behavioral, and cognitive processes during reading. In addition, participants completed a reading performance assessment in the domain of science designed to measure prior knowledge, strategic reading, and conceptual learning from text. Structural equation modeling was used to compare alternative theoretical models depicting the relations among motivated reading instruction, engaged reading, and conceptual learning from text. The direct effects model had a direct path connecting motivating reading instruction with conceptual learning from text whereas the hypothesized indirect effects model contained an indirect path from motivating reading instruction to conceptual learning from text via engaged reading. Results co
Influences of simulating tasks on reading motivation and comprehension by John T Guthrie( )

1 edition published in 2006 in English and held by 1 WorldCat member library worldwide

 
Audience Level
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Audience Level
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  Kids General Special  
Audience level: 0.19 (from 0.09 for Motivating ... to 0.99 for Influences ...)

Motivating reading comprehension : concept-oriented reading instruction
Covers
From principles of learning to strategies for instruction : empirically based ingredients to guide instructional developmentFrom principles of learning to strategies for instruction : with, Workbook companion : a needs-based focus on high school adolescents
Alternative Names
Cox-Perencevich, Kathy

Perencevich, Kathleen C.

Perencevich, Kathy C.

Perencevich, Kathy Cox

Languages
English (66)

German (1)