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Principles of Integrated Instruction for Engagement in Reading

John T. Guthrie, Kathleen E. Cox, Emily Anderson, Kelly Harris, Susan Mazzoni and Leslie Rach
Educational Psychology Review
Vol. 10, No. 2, Integrated, Constructivist Education: Challenge and Reality (June 1998), pp. 177-199
Published by: Springer
Stable URL: http://www.jstor.org/stable/23359424
Page Count: 23
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Principles of Integrated Instruction for Engagement in Reading
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Abstract

Our purpose in this article is to propose a set of design principles to serve as a structural framework for enhancing engagement in reading. We provide a rationale for our emphasis on engagement, which we believe is an important aim of reading instruction. We discuss the sources of the proposed design principles. These design principles consist of a set of features of the classroom context including: conceptual themes, real-world interactions, self-direction, interesting texts, social collaboration, self-expression, cognitive strategy instruction, time for engaged reading, and coherence. We present empirical support from the educational psychology literature for each principle. For illustration, we provide a brief depiction of each principle functioning within a framework of Concept-Oriented Reading Instruction (CORI). We emphasize that each principle is dependent on several others, and we describe how the functioning of each principle is contingent on the occurrence of several affiliated principles in the vignettes of CORI.

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