WorldCat Identities

Guthrie, John T.

Overview
Works: 73 works in 171 publications in 1 language and 5,939 library holdings
Genres: Conference papers and proceedings  Case studies  Directories  Abstracts 
Roles: Author, Editor, Redactor
Classifications: LB1573, 428.4
Publication Timeline
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Most widely held works by John T Guthrie
Motivating reading comprehension : concept-oriented reading instruction by John T Guthrie( )

8 editions published between 2003 and 2010 in English and held by 1,426 WorldCat member libraries worldwide

This text discusses motivating reading comprehension covering subjects such as classroom contexts for engaged reading, scaffolding for motivation and engagement in reading, the cognitive strategies of reading comprehension and science inquiry in the CORI framework
Engaging young readers : promoting achievement and motivation by Linda, Ed Baker( Book )

6 editions published in 2000 in English and held by 748 WorldCat member libraries worldwide

This volume demonstrates how promoting children's engagement with reading can greatly enhance reading achievement. The book illuminates what a child needs to become an engaged reader and presents a set of instructional principles designed to facilitate this goal. Helping teachers offer a coordinated emphasis on competence and motivation in reading instruction, chapters blend research evidence with practical recommendations. Topics covered include ways to provide children with a good foundation at the word level, help if they are in trouble, ample time and materials for reading, opportunities to share in a community of learners, instruction that is coherent, motivating, and responsive to each child's strengths and weaknesses, school-wide coordination of instruction, and continuities between home and school. --From publisher's description
Engaging adolescents in reading by John T Guthrie( Book )

6 editions published between 2007 and 2008 in English and held by 614 WorldCat member libraries worldwide

"Every day, secondary school teachers face the challenge of engaging students in essential reading tasks. This accessible text links key instructional practices with current research on reading motivation, engagement, and classroom context to help reluctant learners become active readers."--Back cover
Engaged reading : processes, practices, and policy implications( Book )

5 editions published in 1999 in English and held by 538 WorldCat member libraries worldwide

This authoritative book covers qualities and practices of engaged readers; practices for elementary, middle, and high school classrooms; the influence of family literacy beliefs and interactions; the range of methodologies used by literacy researchers; and policy implications of the engagement perspective."--Jacket
Aspects of reading acquisition : proceedings of the Fifth Annual Hyman Blumberg Symposium on Research in Early Childhood Education by Hyman Blumberg Symposium on Research in Early Childhood Education( Book )

14 editions published between 1974 and 1976 in English and held by 470 WorldCat member libraries worldwide

Cognition, curriculum, and comprehension by John T Guthrie( Book )

6 editions published between 1977 and 1997 in English and held by 448 WorldCat member libraries worldwide

The papers in this volume were initially presented at a seminar on the development of reading comprehension, which explored basic research and the teaching of reading comprehenison. Researchers in cognitive psychology and psycholinguistics and experts in curriculum design in reading gave presentations and reacted to one another's ideas. Each researcher commented on the paper of one curriculum designer and vice versa. Specific topics discussed include developmental parameters of reading comprehension; language comprehension and fast decoding; purpose in reading; syntax, semantics, and reading; the development of child language research; comprehension during the acquisition of decoding skills; an applied behavior analysis approach to reading comprehension; design for developing comprehension skills; cognitive processes fundamental to reading instruction; exemplary reading programs; and reading comprehension processes and instruction. (Aa)
Reading : a research retrospective, 1881-1941 by William S Gray( Book )

6 editions published in 1984 in English and held by 362 WorldCat member libraries worldwide

A reprint of a classic review of research and research tends on reading that originally appeared in 1941 as the article "Reading" in the "Encyclopedia of Educational Research," this monograph sets forth the views of William S. Gray, an eminent reading educator and theorist. The 11 sections of the review discuss the following topics: (1) the sociology of reading; (2) the nature of reading and the basic processes involved; (3) interest in reading; (4) reading readiness; (5) the aims, organization, and time allotment of reading in the elementary school; (6) factors related to growth in reading; (7) the nature, content, and grade placement of reading materials; (8) teaching methods; (9) reading in the content fields; (10) diagnosis and remedial teaching; and (11) the hygiene of reading. In a foreword to Gray's monograph, Jeanne S. Chall discusses its history and background, and in his preface, John T. Guthrie summarizes Gray's life and career. (Fl)
Themes and directions of the National Reading Research Center by Donna E Alvermann( Book )

2 editions published in 1993 in English and held by 214 WorldCat member libraries worldwide

Graduate programs and faculty in reading by John T Guthrie( Book )

5 editions published in 1976 in English and held by 101 WorldCat member libraries worldwide

Dimensions of children's motivations for reading : an initial study by Allan Wigfield( Book )

3 editions published in 1995 in English and held by 90 WorldCat member libraries worldwide

A study examined the dimensions of children's motivation for reading. Eleven different dimensions of reading motivations were proposed, including intrinsic and extrinsic motivations for reading, perceptions of reading efficacy, social aspects of reading, and reading disincentives. An 82-item questionnaire was developed to measure each dimension, with several items assessing each dimension. The questionnaire was completed by 105 fourth- and fifth-grade children in southern Maryland. Factor analyses showed that some of the proposed dimensions were clearly defined, whereas others were not. Several of the dimensions were correlated with children's book reading frequency in a school-based reading program. The dimensions that appear to be the most reliable include Reading Efficacy, Reading Challenge, Curiosity, Aesthetic Enjoyment, Recognition, Social, and Competition. A revised version of the questionnaire based on the statistical analyses was developed. (Contains 48 references and five tables of data. The original version of the Motivations for Reading Questionnaire is attached.) (Author/RS)
Indicators of reading education by John T Guthrie( Book )

3 editions published in 1987 in English and held by 89 WorldCat member libraries worldwide

Monitoring the effectiveness of reading education is central to the appraisal of the productivity of schooling, yet most measures currently being used do not take into account the full range of processes which lead to successful reading education. A model of indicators relevant to reading education (outcome, process, and input) can be used to judge more accurately the health of the educational system. Outcome indicators, which describe the results of educational efforts, should include performance on the following sub-aspects of reading: (1) decoding, (2) literal comprehension, (3) locating information, and (4) higher order processes. Process indicators measure a means for achieving desired results, and contain the dual traits of instructional effectiveness--quality and quantity. Quantity of instruction includes the number of courses taken, the quantity of reading instruction, and the quantity of reading for homework. Quality of instruction entails not the time, but the events that occur in time that are instrumental for learning. Characteristics of quality instruction include using students' background knowledge, summarizing, and teaching vocabulary and inferencing. Input indicators describe resources for the educational process such as school plant and equipment, educational and ethnic characteristics of students, and literacy materials at home. Indicators such as these can be used for policy purposes, as well as for research on learning and teaching. (Thirty references are attached.) (Mm)
Teacher perceptions of students' motivation to read by Anne P Sweet( Book )

2 editions published in 1994 in English and held by 88 WorldCat member libraries worldwide

Systemic reform of literacy education : state and district-level policy changes in Maryland by John T Guthrie( Book )

3 editions published in 1994 in English and held by 88 WorldCat member libraries worldwide

This study examines the systemic reform process that was initiated in Maryland in 1991. The Maryland School Performance Assessment Program (MSPAP) consists of learning outcomes, a framework for performance assessment, guidelines for school decision making, and suggestions for staff development. One year following the initiation of the MSPAP, a semistructured interview was conducted with the district-level administrators responsible for reading and language arts in the state. They were asked about their perception of the Assessment objectives and about the influence of the program on district goals and policies for instructional change. Learning outcomes were accurately perceived as requiring students to apply language to real-world problems and to construct meaning from a diversity of texts. The most frequently cited instructional innovations were the teaching of reading and language arts through subject matters of the curriculum and the use of trade books for reading instruction. The MSPAP was perceived by 24% of administrators as legitimating reforms already underway in their districts. Findings suggest that efforts toward reform should be linked to a sustained, change-oriented political process informed by actual data on the status of the reforms. (Contains 20 references and 1 table of data.) (Author/RS)
A questionnaire measure of children's motivations for reading by Allan Wigfield( Book )

3 editions published in 1996 in English and held by 85 WorldCat member libraries worldwide

This paper describes the Motivations for Reading Questionnaire (mrq), including information on how the mrq can be used and how to administer and score it. The mrq assesses 11 possible dimensions of reading motivations. It can be used with children in late elementary school and middle school. Scores on the mrq have been shown to relate to children's reported reading frequency, and their performance on different standardized tests. It can be used in various ways in schools: for instance, to generate profiles of children's motivations change over the course of a school year, or to see how boys' and girls' reading motivations differ. Contains 13 references and 2 tables of data. The Motivations for Reading Questionnaire is attached. (Author/RS)
Growth of literacy engagement : changes in motivation and strategies during concept-oriented reading instruction by John T Guthrie( Book )

3 editions published in 1996 in English and held by 83 WorldCat member libraries worldwide

This report describes a study that examined changes in literacy engagement during one year of Concept-Oriented Reading Instruction (CORI), a new approach to teaching reading, writing, and science. Literacy engagement was defined as the integration of intrinsic motivations, cognitive strategies, and conceptual learning from text. To promote literacy engagement in classrooms, a team designed and implemented CORI in two third-grade and two fifth-grade classrooms in two schools. One hundred forty students participated in an integrated reading/language arts-science program, which emphasized "real world" science observations, student self-direction, strategy instruction, collaborative learning, self-expression, and coherence of literacy learning experiences. Trade books replaced basals and science textbooks. Based on 1-week performance assessments in the fall and spring, students gained in the following higher-order strategies: searching multiple texts, representing knowledge, transferring concepts, comprehending informational texts, representing knowledge, transferring concepts, comprehending informational text, and interpreting narrative. Children's intrinsic motivations for literacy correlated with cognitive strategies at both grade levels. All students who increased in intrinsic motivation also increased their use of higher-order strategies; and a sizeable proportion (50%) of students who were stable or decreased in intrinsic motivation failed to progress in higher-order strategies. Findings suggest that literacy engagement increased during the year. (Contains 62 references and 4 tables of data. The Performance Assessment of Literacy Engagement and 2 rubrics are attached.) (Author/RS)
Does concept-oriented reading instruction increase motivation, strategies, and conceptual learning? by John T Guthrie( Book )

3 editions published in 1996 in English and held by 82 WorldCat member libraries worldwide

The aims of concept-oriented reading instruction (CORI) are to increase motivation, strategies, and conceptual learning. To attain these aims, CORI classrooms are: conceptually oriented, observational, collaborative, and personalized, emphasizing strategies of searching, comprehending, integrating, and composing for audiences of peers. Two quasi-experimental studies compared CORI in language arts and science in grades 3 and 5 to traditional instruction on two performance assessments. In study 1, CORI students from three schools were higher in literacy engagement, conceptual learning, and conceptual transfer than traditional students, controlling three background variables. In multiple regressions, the variables of instruction, literacy engagement, and student background accounted for approximately 50% of the variance in conceptual learning. In study 2, CORI students were higher than traditional students in measures of literacy (reading and writing combined), language use, science, and social studies, but not in math, which was not taught in CORI. These experimental findings suggest that the principles of integrated teaching in CORI are responsible for increased literacy engagement and conceptual understanding in language arts and science. (Contains 49 references, and 7 tables and 5 figures of data.) (Author/RS)
Measuring readership : rationale and technique by John T Guthrie( Book )

10 editions published in 1984 in English and held by 81 WorldCat member libraries worldwide

The influence of embedded word-study instruction, social context, and motivation of children's independent reading and writing : a case study of 3 first-graders by Emily Anderson( Book )

2 editions published in 1996 in English and held by 79 WorldCat member libraries worldwide

A qualitative study followed slow-progress students as they engaged in embedded word studies in their classroom-based literacy activities. Issues addressed were: (1) the ways embedded word studies promoted slower-progress students' word knowledge; (2) how developing word knowledge influenced these students' reading and writing attempts; and (3) effects of the social context on beginning readers' strategies and motivation to gain word knowledge. Participants included a Caucasian male, an African-American male, an African-American female, and their teacher in an eastern United States public school. Open and axial coding was performed on field notes (including interviews), running records, and students' writing samples to find recurring patterns. Instruction successfully promoted the case-study students' individual progress. Social context was a means to enhance students' involvement that increased strategy use. Findings support the view that word studies can be embedded within a holistic literacy setting in ways that result in gains in spelling and decoding competence. (Contains 40 references and 9 figures of data.) (Author/RS)
Teachers' perceptions and students' literacy motivations by Anne P Sweet( Book )

2 editions published in 1996 in English and held by 79 WorldCat member libraries worldwide

How motivation fits into a science of reading( Book )

2 editions published in 1999 in English and held by 16 WorldCat member libraries worldwide

 
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Motivating reading comprehension : concept-oriented reading instruction
Covers
Engaging young readers : promoting achievement and motivationEngaging adolescents in readingEngaged reading : processes, practices, and policy implicationsHow motivation fits into a science of reading
Languages
English (94)