Engagement practices for strategy learning in ConceptOriented Reading Instruction

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Engagement practices for strategy learning in
Concept-Oriented Reading Instruction

• John T. Guthrie, Ana Taboada, Cassandra Shular
• University of Maryland

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Questions for this talk

• Why consider engagement, and what are the
  processes of engagement?
• Does instruction for engagement improve
  comprehension strategies?
• Why does instruction for engagement work?

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Why consider engagement?

• Learning to use reading comprehension strategies
  requires attention, effort, persistence, and
  mastery goals (e.g., motivation)
• Empirical correlation (Pintrich, etc.)

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Why consider engagement?

• Activating strategies that have been learned
  requires motivation (e.g., desire to understand,
  desire for mastery)
• Self-regulation of strategies is correlated with
  motivation (Pintrich Guthrie Schiefele)

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Why consider engagement?

• Strategy learning is correlated with motivation,
  and both are correlated with domain knowledge.
• Engagement in reading refers to fusion of
  strategy-use, internal motivation, and knowledge
  use for learning from text.

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Engagement Model of Reading Development
Learning and Knowledge Goals
Real-World Interaction
Teacher Involvement
Social Interactions
Motivations
Autonomy Support
Evaluation
Comprehension Achievement Practices
Conceptual Knowledge
Strategy Use
Interesting Text
Rewards And Praise
Strategy Instruction
Collaboration Support
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1. Relationships among background knowledge,
student questioning, internal motivation and
reading comprehension.

• Ana Taboada
• John Guthrie
• In progress

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Research Questions-Study I

• To what extent do the processes of background
  knowledge, reading strategies (questioning), and
  internal motivation contribute uniquely to
  reading comprehension?

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Method

• Participants
• N 287 fourth-grade students from five schools in
  a mid-Atlantic small city participated with
  parental permission.
• Ethnicity
• African American 20.1
• Asian 3.9
• Caucasian 66.1
• Hispanic 6.4
• Other 3.5
• Sex
• Male 49.5
• Female 50.5

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Method

• Measures
• December 2003.
• Background Knowledge (6 level rubric)
• Questioning (4 level rubric)
• Multiple Text Comprehension (6 level rubric)
• Internal Motivation Teacher rating Five items
  Cronbach Alpha .90
• Gates-McGinitie Comprehension Test (level 4)

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Method MeasuresInternal Motivation (items)

• Often reads independently
• Reads favorite topics and authors
• Is a confident reader
• Thinks deeply about the content of texts
• Enjoys discussing books with peers

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Method MeasuresBackground knowledge

• Write what you know about Ponds and Deserts.
• What are they like?
• What plants and animals live there?
• How do they survive?
• CODING RUBRIC 1-6
• FACTS
• CONCEPTS WITH EVIDENCE
• PATTERNS OF RELATIONSHIPS

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Method MeasuresQuestioning

• Write good questions about this packet (70 pages
  on life in ponds and deserts) that would help you
  learn.
• CODING RUBRIC 1-4 Q. REQUESTS
• SIMPLE FACT YES/NO
• GLOBAL CONCEPT
• KNOWLEDGE IMBUED CONCEPT
• CONCEPTUAL RELATIONS

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Method MeasuresMultiple Text comprehension

• Read packet and take notes to answer questions
  30 min. 20 min.
• Write what you know about Ponds and Deserts.
• What are they like?
• What plants and animals live there?
• How do they survive?
• CODING RUBRIC 1-6
• 1-2. SIMPLE FACTS
• 3-4. CONCEPTS WITH EVIDENCE
• 5-6. PATTERNS OF RELATIONSHIPS

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FindingsPredicting Multiple text comprehension
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FindingsPredicting Gates MacGinitie Reading
Comprehension
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Conclusions-Implication of Study I

• Reading comprehension (multiple text
  comprehension Gates MacGinitie)
• Predicted uniquely by
• Background knowledge
• Questioning (strategy for comprehension)
• Internal motivation for reading
• All processes of reading engagement should be
  included explicitly in instruction for
  comprehension

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2. Effects of CORI on Comprehension, strategies,
motivation

• Guthrie, J. T., Wigfield, A., others
• Journal of Educational Psychology, Sept, 2004

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Questions for Study II a-2004

• To what extent does CORI, in comparison to SI,
  increase
• Reading comprehension
• Reading motivation
• Reading strategy competence
• Guthrie, Wigfield, others. J.Educ.Psy., 2004

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Engagement Practices in CORI

• Knowledge goals in a conceptual theme
• Real world interactions
• Choices and self direction
• Interesting texts
• Collaborating in literacy

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Reading Motivation Development (gr. 3-5)

• Interests in topics or authors
• Involvement in extended reading
• Knowing through reading
• Choice and ownership of topics/texts/authors
• Social goals and interactions
• Efficacy for reading in domain
• Identity as a reader

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Promoting Concept Knowledge Goals

• Teaching understanding through conceptual themes
  about enduring and important concepts,
• vs. constantly changing, isolated facts.
• Helping students embrace challenge and
  risk-taking in reading to learn.
• Its motivating to know, learn, connect, and
  explain content (animal survival).

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Real World Interactions

• It establishes a purpose for reading that is
  personally significant and meaningful.
• It piques students curiosities for reading and
  sense of wonder about their observations.
• It fosters students creating of personal goals
  for reading and learning concepts via question
  asking.

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Integrated Science Hands-on Activities
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Supporting Student Choice (Autonomy) in CORI

• Providing students with meaningful and
  academically significant choicesduring
  instruction
• Encouraging student ownership and control over
  their learning
• Promoting self-expression via communicating to
  others
• Encouraging unique approaches in learning
  concepts

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Choices in CORI
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Autonomy support Video

• CORI Grade 5
• Reading/ language arts
• Searching for information (goal, select relevant
  text close read integrate repeat)
• Questioning
• ScienceCommunities of plant and animals biomes
  and survival
• Guided reading group (20-30 minutes)

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Autonomy support video choices

• Biome--subtopic for reading
• Text on biome book and section
• Known knowledge in section
• New knowledge in section
• Question on section as new learning goal
• 5 choices in 3 minutesself-initiation in reading

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Scaffolding for Engagement

• Engaged readers select
• Topics appropriate to knowledge goals
• Tasks matched to accountabilities
• Texts for learning
• Time for interacting with text/task
• Strategies to comprehend or fix-up
• Collaboration for learning
• Related activity multi-media hands-on
• Self-expressions of knowledge

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Interesting Texts
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Collaborating in CORI

• Nurturing a positive social structure in the
  classroom
• Helping students establish common goals and sense
  of belonging in the classroom
• Helping students develop long-term collaborations
  via research projects
• Helping students learn to collaborate on complex
  tasks of reading, writing, and science learning

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Collaboration in Reading
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Analysis by Synthesis Hierarchical
Instructional Design
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Instructional Frameworks Strategy Instruction
(SI)

• Strategy instruction
• Activating background
• Questioning
• Searching
• Summarizing
• Organizing graphically
• Structuring stories

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Instructional Frameworks CORI

• Engagement support
• Content goals for instruction
• Hands on experiences
• Autonomy support
• Interesting text
• Collaboration in instruction

• Strategy instruction
• Activating background
• Questioning
• Searching
• Summarizing
• Organizing graphically
• Structuring stories

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Study IIa Method

• Designpretest, posttest equivalent groups
• Students260 third graders, in 4 schools, mixed
• Instruction12 weeks, 100 min. daily
• Professional development10 5 days

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Professional Development

• Days -- 10 summer 5 fall
• Teachers do mini CORI (2.5 hours)
• Teachers do childrens strategies
• View videos of motivation support
• View videos of excellent strategy instruction
• Adapt Teachers Guide to children, books, goals
  in classrooms

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Study II a Method
Pretest and Posttest Measures

• Multiple text comprehension70 pages, 22
  sections, writing task
• Passage comprehension500 word passages
  relatedness of key words
• Strategiesactivating background, questioning,
  searching for information
• Motivationself-reportcuriosity, involvement,
  challenge, self-efficacy

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CORI and SI on Passage Comprehension
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CORI and SI on Multiple Text Comprehension
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CORI and SI on Strategy Composite (activating
background, organizing, searching)
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CORI and SI on Reading Motivation Composite
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Conclusions-Study II a

• CORI surpassed SI in
• Passage comprehension
• Reading strategy composite
• Reading motivation composite (self-report)

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Study II b Method

• Identical to Study II a, except
• Standardized reading comp.
• (Gates MacGinitie)
• Motivation measureteachers ratings
• Traditional instruction group
• (4 classrooms)
• Added classrooms (3) within schools

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CORI, SI and TI on Passage Comprehension
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CORI, SI TI on Gates MacGinitie (grade
equivalent)(II)
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CORI and SI on Reading Motivations
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Study II b Conclusions

• CORI surpassed SI and TI on passage comprehension
  (replication)
• CORI exceeded SI and TI on Gates MacGinitie
  reading comprehension
• CORI was higher than SI on reading motivations
  (teacher ratings)

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Research Method
Analysis by Synthesis Hierarchical
Instructional Design
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Inferences from Study II

• Hierarchical instructional design
• When motivational support is combined with
  strategy instruction and text interaction, CORI
  is value added for reading outcomes, compared
  to SI or TI.
• This value added may be due to all or some, or
  the interaction among motivational practices
  within CORI. We believe they are synergistic.

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Questions for this talk

• Why consider engagement, and what are the
  processes of engagement?
• Does instruction for engagement improve
  comprehension strategies?
• Why does instruction for engagement work?

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Question for Study 3

• To what extent are the effects of reading
  instruction on reading comprehension mediated by
  students levels of engagement in reading?

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Method

• Grade 4 students 15 classrooms
• Pre-post Comprehension, Strategies
• During intervention Reading Engagement
• Teacher rating of engagement (7 items)
• Student portfolios (text-based writing
• back. know. ques. search synthesis
• of ecological concepts of community)
• Instructional variation CORI, SI, TI

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Direct effects ?
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Direct effects ?
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Mediated effect ?
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Mediated effects confirmed
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Analysis of Variance/Covariance
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Analysis of Variance/Covariance
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Mediated effects confirmed
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Conclusion from Study 3

• Probable explanation of the effects of CORI on
  reading comprehension is level of students
  engagement in reading during instruction.
• Alternative mediators are students social
  interaction, writing activities, others
• Importance of probable explanation
• explanation gives proximal goal for instruction
• shapes implementation of practices

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Scaling up Professional Development

• Teachers guide. Grades 3, 4, 5
• PD system. 5 day summer workshop
• monthly coaching in schools
• Reading leader in school delivers to teachers
  after 1 day orientation from CORI staff.

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Scaling up What is implemented?

• Theory
• theory of learning view of content broad
  principles of instruction
• 2. Practice
• Action plans weekly/daily goals
  ingredients-texts, activities, tasks
• 3. Teachers Guide
• Provides structure texts tasks grouping
• 4. Script
• Can be read for instruction cues for teacher
  talk student talk criteria for response to task

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Summary

• CORI adds motivation support to strategy
  instruction in a content domain.
• Motivation support in CORI is 5 practices.
• CORI surpassed SI and TI.
• CORI effects attributed to Motivation support
  increased students measured amount of engaged
  reading during instruction.
• Scaled-up implementation is based on teacher
  expertise in Mot. Support and SI in Content.

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