Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Transcript of John Guthrie
(Guthrie, 2013, Webinar)
Reading was boring
Enjoyed sports & camping
Built a truck at 13 - 14
Parents were not readers
In grade 6, awarded "most improved" in writing
Became engaged in graduate school
(J. Guthrie, personal communication, June 5, 2013)
How to foster
Teach interdisciplinary, thematic units
Use literary & informational texts together
Use motivational approaches & reading strategies together
students don't use their strategies without motivation
Produce a product that displays student expertise
(Guthrie, 2013, Webinar)
Why Reading Research?
"I had an epiphany 2 years after getting the PhD. I was in a JHU Research Center and was asked to write my research goals. I had methodology, but no content focus. I looked at a book, and thought 'reading has concrete symbols, and so it should researchable, and it is important to society, so it seems worthy of inquiry'. I wrote a proposal and never turned back from reading research. That was 1970." (J. Guthrie, personal communication, June 5, 2013)
What is literacy engagement?
engaged literacy learners are motivated through enjoyment, curiosity, and social interaction.
they want to explain the world around them through learning information or relating to characters
intrinsically-motivated readers use self-regulating strategies to help them to read more
engaged learners interact with friends, teachers, and classmates to discuss what they have read
(Guthrie, 1996, p. 433-434)
Guthrie's initial CORI study showed the following results:
First, literacy engagement of third and fifth graders increased during their year-long experience in CORI.
Secondly, the increase in literacy engagement was tied to increases in intrinsic motivation.
Lastly, the increase in intrinsic motivation was tied to frequency and breadth of reading.
(Guthrie et. al., 1996, p. 322-323)
Since the initial study, CORI has shown to out perform students with just strategy instruction and traditional instruction on standardized tests.
(Guthrie et. al., 2004, p. 415)
"In 1990, I asked myself, 'What is the field of reading lacking?' When I went to AERA and saw there was very little on motivation and nothing whatsoever on reading motivation. I adopted the term engagement, because reading people thought motivation was too soft and fuzzy to take seriously. I combined motivation and engagement to raise a broad umbrella." (J. Guthrie, personal communication, June 5, 2013)
Dr. Guthrie descibes his current research in the following link:
He describes 5 Ways to motivate students:
1. Make reading relevant
2. Give student Choices
3. Set up students for success
4. Provide oppportunities for collaboration
5. Emphasize the importance of reading
(Baker and Guthrie, audio podcast, April 5, 2010)
5. Make Inferences
6. Concept Map
(Guthrie, 2013, Webinar)
The concept-oriented reading instruction that has been used in Dr. Guthrie's research involves:
self-chosen topics & materials
explicit teaching of reading strategies
long-term classroom connections
(Guthrie et. al., 1996, p. 323)
The Acheivement Gap
Guthrie's recent work has concentrated on the motivation of minorities. He has found that factors of motivation can close the achievement gap through dedication and self-determination. For african american students, dedication has a bigger impact than caucasian students. "This commitment is a form of self-determination and where it appears frequently, it generates high yields in school performance."
Guthrie & McRae, 2011, p.122-127
Baker, E.A., & Guthrie, J. (2010, April 5) Reading motivation among African American and Caucasian students. Voice of
Literacy. [Audio Podcast] Retrieved from http://www.voiceofliteracy.org/posts/38155
Guthrie, J. (personal communication, June 5, 2013)
Guthrie, J.T. (producer). (2013, January 23). Motivating Readers in the Elementary and Secondary Grade [Webinar].
Retrieved from www.cori.umd.edu/professional-development/modules/
Guthrie, J.T. (1996). Educational contexts for engagement in literacy. The Reading Teacher, 49(6), p. 432-445
Guthrie, J.T. & McRae, A. (2011). Reading engagement among African American and European American students. In S.J.
Samuels & A.E. Farstrup (Eds.), What research has to say about reading instruction (2nd ed., pp. 4-24). Newark, DE: International Reading Association.
Guthrie, J.T>, Van Meter, P., McCann, A.D., Wigfield, A., Bennett, L., Poundstone, C.C., Rice, M.E., Faibisch, F.M., Hunt, B.H., &
Mitchell, A.M. (1996). Growth of Literacy Engagement: Changes in Motivation and strategies during concept-oriented reading instruction. Reading Research Quarterly, 31(3), p. 306-332
Guthrie, J.T., Wigfield, A., Barbosa, P., Perencevich, A.T., Davis, M.H., Scafiddi, N.T., & Tonks, S. (2004). Increasing Reading
Comprehension and Engagement Through Concept-Oriented Reading Instruction. Journal of Educational Psychology, 96(3), p. 403-423. doi:10.1037/0022-06184.108.40.2063