WorldCat Identities

Guthrie, John T.

Overview
Works: 23 works in 90 publications in 1 language and 3,982 library holdings
Genres: Conference papers and proceedings  Case studies  Directories  Abstracts 
Roles: Author, Editor, Redactor
Classifications: LB1573, 428.4
Publication Timeline
.
Most widely held works by John T Guthrie
Engaging young readers : promoting achievement and motivation by Linda Baker( Book )

7 editions published in 2000 in English and held by 741 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 622 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 )

6 editions published in 1999 in English and held by 539 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 )

15 editions published between 1974 and 1976 in English and held by 465 WorldCat member libraries worldwide

Reading : a research retrospective, 1881-1941 by William S Gray( Book )

8 editions published in 1984 in English and held by 364 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)
Motivating reading comprehension : concept-oriented reading instruction by John T Guthrie( Book )

1 edition published in 2004 in English and held by 286 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
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 100 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 89 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 88 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 87 WorldCat member libraries worldwide

A questionnaire measure of children's motivations for reading by Allan Wigfield( Book )

2 editions published in 1996 in English and held by 84 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 82 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 82 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

Concept-oriented reading instruction : an integrated curriculum to develop motivations and strategies for reading by John T Guthrie( Book )

2 editions published in 1994 in English and held by 10 WorldCat member libraries worldwide

A project designed and implemented a framework of conceptually oriented reading instruction to foster students' amount and breadth of reading, intrinsic motivations for reading, and strategies of search and comprehension. The framework emphasizes five phases of reading instruction in a content domain: observing and personalizing, searching and retrieving, comprehending and integrating, communicating to others, and interacting with peers to construct meaning. Instruction was implemented in a year-long curriculum with a multicultural population of fifth-grade students in a Chapter 1 school in Prince George's County, Maryland. Measures of learning suggested that students who had Concept-Oriented Reading Instruction (CORI) for 4 months surpassed a comparison classroom in amount and breadth of reading and intrinsic motivations for reading. The CORI students gained significantly in the cognitive strategies of search and comprehension during the 4 months. CORI instruction was contrasted to experience-based teaching and strategies instruction in terms of their support for motivational and cognitive development. (One table and six figures of data are included; 45 references are attached.) (Author/RS)
A study of the locus and nature of reading problems in the elementary school : final report by International Reading Association( Book )

3 editions published in 1976 in English and held by 9 WorldCat member libraries worldwide

Influences of instruction on amount of reading : an empirical exploration of social, cognitive, and instructional indicators by John T Guthrie( Book )

2 editions published in 1993 in English and held by 9 WorldCat member libraries worldwide

A study examined the association of reading instruction with the amount and breadth of students' reading activities, taking account of social, cognitive, and home factors in the educative process. A secondary analysis of a large national data base for students aged 9, 13, and 17 was conducted. Using answers from student questionnaires, conceptual criteria and factor analysis identified five constructs (such as study strategies) for 9-year-olds, eight constructs for 13-year-olds, and nine constructs for 17-year-olds. Path analyses were performed to describe the relationships of these constructs to amount of students' reading activity. The resulting path models for the three age groups had goodness of fit indices of 0.98 or higher. For 9-year-olds, amount of reading was associated with levels of social interaction surrounding reading, cognitive strategies for reading, and teacher-directed instruction. The path model of reading for 13- and 17-year-olds was generally similar to that for 9-year-olds. For 17-year-olds, the construct of reading activity subdivided into fiction, nonfiction, and news, and student-centered instruction entered as a predictive factor. Findings suggest that an instructional framework that supports the social and cognitive needs of students from a wide range of home backgrounds accounts for the amount and breadth of students' reading. (Five tables of data and four figures representing path models are included.) Contains 40 references. (RS)
Teaching with CORI : taking the big jump by Emily Anderson Swan( )

1 edition published in 1996 in English and held by 7 WorldCat member libraries worldwide

 
moreShow More Titles
fewerShow Fewer Titles
Audience Level
0
Audience Level
1
  Kids General Special  
Audience level: 0.36 (from 0.09 for Motivating ... to 0.72 for Measuring ...)

Engaging young readers : promoting achievement and motivation
Covers
Engaging adolescents in readingEngaged reading : processes, practices, and policy implicationsMotivating reading comprehension : concept-oriented reading instructionGraduate programs and faculty in readingHow motivation fits into a science of reading
Alternative Names
John T. Guthrie education researcher

Languages
English (86)