This study examined the relationships of 3 levels of reading fluency-the individual word, the syntactic unit, and the whole passage-to reading comprehension among 278 5th graders heterogeneous in ...reading ability. Hierarchical regression analyses revealed that reading fluency at each level related uniquely to performance on a standardized reading comprehension test in a model including inferencing skill and background knowledge. The study supports an automaticity effect for word recognition speed and an automaticity-like effect related to syntactic processing skill. In addition, hierarchical regressions using longitudinal data suggest that fluency and reading comprehension have a bidirectional relationship. The discussion emphasizes the theoretical expansion of reading fluency to 3 levels of cognitive processes and the relations of these processes to reading comprehension.
This study modeled the interrelationships of reading instruction, motivation, engagement, and achievement in two contexts, employing data from 1,159 seventh graders. In the traditional ...reading/language arts (R/LA) context, all students participated in traditional R/LA instruction. In the intervention R/LA context, 854 students from the full sample received Concept-Oriented Reading Instruction (CORI) while the remainder continued to receive traditional R/LA. CORI emphasizes support for reading motivation, reading engagement, and cognitive strategies for reading informational text. Seven motivation constructs were included: four motivations that are usually positively associated with achievement (intrinsic motivation, self-efficacy, valuing, and prosocial goals) and three motivations that are usually negatively associated with achievement (perceived difficulty, devaluing, and antisocial goals). Reading engagement was also represented by positive and negative constructs, namely dedication to and avoidance of reading. Gender, ethnicity, and income were statistically controlled in all analyses. In the traditional R/LA context, a total network model prevailed, in which motivation was associated with achievement both directly and indirectly through engagement. In contrast, in the intervention R/LA context, a dual-effects model prevailed, in which engagement and achievement were separate outcomes of instruction and motivation. The intervention R/LA context analyses revealed that CORI was associated with positive changes in motivation, engagement, and achievement relative to traditional R/LA instruction. The discussion explains why there were different relations in the two instructional contexts and demonstrates the importance of simultaneously examining both positive (affirming) and negative (undermining) forms of motivation and engagement.
The authors examined how motivational and cognitive variables predict reading comprehension, and whether each predictor variable adds unique explanatory power when statistically controlling for the ...others. Fourth-grade students (
N
= 205) completed measures of reading comprehension in September and December of the same year, and measures of background knowledge and cognitive strategy use in December. Teachers rated internal reading motivation of each student. Results from multiple regression analyses showed that motivation, background knowledge, and cognitive strategy-use made significant, independent contributions to children’s reading comprehension when the other predictor variables were controlled. Further analyses showed the same cognitive and motivational variables predicted growth over a 3-month period in reading comprehension. Possible explanations of the observed relations between motivation, cognitive variables, and reading comprehension are presented.
MYC paralogs are frequently activated in small cell lung cancer (SCLC) but represent poor drug targets. Thus, a detailed mapping of MYC-paralog-specific vulnerabilities may help to develop effective ...therapies for SCLC patients. Using a unique cellular CRISPR activation model, we uncover that, in contrast to MYCN and MYCL, MYC represses BCL2 transcription via interaction with MIZ1 and DNMT3a. The resulting lack of BCL2 expression promotes sensitivity to cell cycle control inhibition and dependency on MCL1. Furthermore, MYC activation leads to heightened apoptotic priming, intrinsic genotoxic stress and susceptibility to DNA damage checkpoint inhibitors. Finally, combined AURK and CHK1 inhibition substantially prolongs the survival of mice bearing MYC-driven SCLC beyond that of combination chemotherapy. These analyses uncover MYC-paralog-specific regulation of the apoptotic machinery with implications for genotype-based selection of targeted therapeutics in SCLC patients.
This longitudinal study examined the development of reading motivation, engagement, and achievement in early adolescence by comparing interrelations of these variables in struggling and advanced ...readers. Participants were 183 pairs of seventh grade students matched in gender, ethnicity, socioeconomic status, and school attended. They completed measures of reading motivations, engagement and comprehension for information text as well as measures of general reading comprehension and reading fluency twice during the school year. Advanced readers showed stronger relations of motivation and engagement with achievement than struggling readers. However, motivation predicted concurrent engagement and growth in engagement similarly for struggling and advanced readers. These results are interpreted as support for the hypothesis that cognitive challenges limit the relations of motivation and engagement to achievement for struggling readers. The discussion also considers the impact of the focus on the information text genre on the relations observed and implications of the findings for achievement motivation theories.
We present a theoretical and empirical explication of the intervention of Concept-Oriented Reading Instruction (CORI) that is designed to increase students' reading comprehension and motivation for ...reading. The framework specifies a set of five motivational constructs that represent goals for the instructional intervention. Necessary cognitive goals in reading are also presented. For this intervention, the five instructional practices of relevance, choice, success, collaboration, and thematic unit that are prominent in CORI are portrayed as components that are aligned with motivational constructs. The impact of CORI on some of the motivational processes, cognitive competencies, and reading comprehension are presented in the form of a meta-analysis of 11 CORI studies with 75 effect sizes on 20 outcome variables. The CORI motivational intervention is compared to laboratory treatments and other field studies.
Based on an engagement perspective of reading development, we investigated the extent to which an instructional framework of combining motivation support and strategy instruction (Concept-Oriented ...Reading Instruction-CORI) influenced reading outcomes for third-grade children. In CORI, five motivational practices were integrated with six cognitive strategies for reading comprehension. In the first study, we compared this framework to an instructional framework emphasizing Strategy Instruction (SI), but not including motivation support. In the second study, we compared CORI to SI and to a traditional instruction group (TI), and used additional measures of major constructs. In both studies, class-level analyses showed that students in CORI classrooms were higher than SI and/or TI students on measures of reading comprehension, reading motivation, and reading strategies.
Motivating Reading Comprehension Wigfield, Allan; Perencevich, Kathleen C; Guthrie, John T
Lawrence Erlbaum Associates,
1997, 20040520, 2004, 2004-00-00, 2004-05-20
eBook, Book
Concept Oriented Reading Instruction (CORI) is a unique, classroom-tested model of reading instruction that breaks new ground by explicitly showing how content knowledge, reading strategies, and ...motivational support all merge in successful reading instruction. A theoretical perspective (engagement in reading) frames the book and provides a backdrop for its linkage between hands-on science activities and reading comprehension. Currently funded by the Interagency Educational Research Initiative (IERI), this model has been extensively class tested and is receiving national attention that includes being featured on a PBS special on the teaching of reading.Key features of this outstanding new volume include:*Theoretical Focus--CORI's teaching framework revolves around the engagement perspective of reading: how engaged reading develops and the classroom contexts and motivational supports that promote it.*Content-Area Focus--Although science is the content area around which CORI has been developed, its basic framework is applicable to other content areas.*Focus on Strategy Instruction--CORI revolves around a specific set of reading strategies that the National Reading Panel (2000) found to be effective. In some current CORI classrooms collaborating teachers implement all aspects of CORI and in other classrooms teachers implement just the strategy instruction component. *Illustrative Vignettes and Cases--Throughout the book vignettes and mini-case studies convey a situated view of instructional practices for reading comprehension and engagement. A detailed case study of one teacher and of the reading progress of her students is featured in one chapter. This book is appropriate for graduate and advanced undergraduate students in education and psychology, for practicing teachers, and for researchers in reading comprehension and motivation.
Motivation for reading is important to comprehension and has been studied extensively in offline reading contexts. However, little is known about the role of motivation in online reading, a new and ...increasingly important context for reading, largely because of a lack of valid and reliable instruments to estimate a student's motivation for online reading. The authors report on the development of the Motivations for Online Reading Questionnaire (MORQ) among 1,798 seventh-grade students in two states. Results from confirmatory factor analysis revealed a three-factor solution for the MORQ: curiosity/value, self-efficacy, and self-improvement beliefs. Additionally, measurement invariance across female and male students was established. Predictive validity of the MORQ was supported by the positive and significant contribution of the MORQ to the Online Research and Comprehension Assessment, an established measure of online reading comprehension. Results help establish the MORQ as a well-validated instrument for measuring online reading motivation. Results are discussed in relation to theory, research, and practice. For the corresponding grantee submission, see ED607848.
Reading motivation has been viewed as a multifaceted construct with multiple constituents. Our investigation of motivational multiplicity expanded on previous literature by including motivation ...constructs (interest, perceived control, collaboration, involvement, and efficacy), text genres, specific versus general contexts, and the self-versus other evidence sources about motivation. We expected that this multiplicity would influence the identification of reading comprehension growth predictors. We obtained pre- and post-interview data, teacher ratings, motivation self-reports, and reading comprehension scores. Interviews showed motivation constructs to be semi-independent. Students’ reading motivations for narrative and information texts were not highly associated; and self-reports and other motivation reports were not highly associated, but situated and general reading motivations were correlated. Interview-based coding of motivation predicted reading comprehension growth, but reading comprehension did not predict motivation growth. Situated motivation for information books predicted general motivation growth according to multiple regression analyses. Implications for an engagement model of reading development were discussed.
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