Appendix F: Concept-Oriented
Reading Instruction
Within
the outline of the science curriculum, reference was made to establishing a
collection of leveled reading books to enhance reading instruction by engaging
students in expository text. This
is a reference to the Concept-Oriented Reading Instruction program (CORI)
devised by Dr. John Guthrie, co-director of the University of Maryland Reading
Center. CORI is designed to
produce “engaged” readers.
Students who are engaged readers have high reading comprehension and
read frequently for interest, enjoyment and learning. Engaged reading may occur at all levels of development. Proficiency levels and expertise may vary,
but the fundamental processes of engagement are the same. Thus kindergarten through fifth grade
teachers should promote engaged reading.
The elements of CORI that promote engagement are:
·
A
balanced program of explicit instruction in phonics skills in a supportive and
engaging context that affords opportunities for enhancing knowledge;
·
Establishing
an instructional framework within which children can both learn literacy and
learn through literacy;
·
A
strong emphasis on expository reading and writing (e.g. reading and writing to
gain or communicate information);
·
Integrating
instruction in reading/language arts with content areas such as science;
·
Teaching
strategies that promote metacognitive awareness.
A large and
growing body of research attests to the benefits of strategies that promote
engaged reading (see Baker, L., Dreher, M.J., and Guthrie, J.T. Engaging
Young Readers
The Guilford Press, New York and London, 2000). First through fifth graders, as well as reading-deficient middle-schoolers
show remarkable gains in reading comprehension and spontaneous reading frequency
when exposed to CORI instruction.