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Journal of Learning Disabilities
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What's this?

Impacts of Comprehensive Reading Instruction on Diverse Outcomes of Low- and High-Achieving Readers

John T. Guthrie

University of Maryland

Angela McRae

University of Maryland

Cassandra S. Coddington

University of Maryland

Susan Lutz Klauda

University of Maryland

Allan Wigfield

University of Maryland

Pedro Barbosa

University of Maryland

Low-achieving readers in Grade 5 often lack comprehension strategies, domain knowledge, word recognition skills, fluency, and motivation to read. Students with such multiple reading needs seem likely to benefit from instruction that supports each of these reading processes. The authors tested this expectation experimentally by comparing the effects of Concept-Oriented Reading Instruction (CORI) with traditional instruction (TI) on several outcomes in a 12-week intervention for low achievers and high achievers. Low achievers in the CORI group were afforded explicit instruction, leveled texts, and motivation support. Compared with TI students, CORI students scored higher on posttest measures of word recognition speed, reading comprehension on the Gates-MacGinitie Reading Test, and ecological knowledge. CORI was equally effective for lower achievers and higher achievers. Explicitly supporting multiple aspects of reading simultaneously appeared to benefit diverse learners on a range of reading outcomes.

Key Words: intervention • strategy instruction • reading motivation • reading comprehension • low achievers • Concept-Oriented Reading Instruction • quasi-experiment • word recognition

This version was published on May 1, 2009

Journal of Learning Disabilities, Vol. 42, No. 3, 195-214 (2009)
DOI: 10.1177/0022219408331039
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