Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes

被引：182

作者：

Wigfield, Allan ^{[1
]}

Guthrie, John T. ^{[1
]}

Perencevich, Kathleen C. ^{[1
]}

Taboada, Ana ^{[1
]}

Klauda, Susan Lutz ^{[1
]}

Mcrae, Angela ^{[1
]}

Barbosa, Pedro ^{[1
]}

机构：

[1] Univ Maryland, EDHD, College Pk, MD 20742 USA

来源：

PSYCHOLOGY IN THE SCHOOLS | 2008年 / 45卷 / 05期

关键词：

D O I：

10.1002/pits.20307

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

The engagement model of reading development suggests that instruction improves students' reading comprehension to the extent that it increases students' engagement processes in reading. We compared how Concept-Oriented Reading Instruction (CORI) (support for cognitive and motivational processes in reading), strategy instruction (support for cognitive strategies in reading), and traditional instruction in fourth-grade classrooms differentially influenced students' reading comprehension, strategy use, and engagement in reading. Students experiencing CORI were significantly higher than both comparison groups on reading comprehension, reading strategies, and reading engagement. When students' level of reading engagement was statistically controlled, the differences between the treatment groups were not significant. We infer that the level of students' reading engagement during classroom work mediated the instructional effects on reading outcomes. (c) 2008 Wiley Periodicals, Inc.

引用

页码：432 / 445

页数：14

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