Research Publications
eBook
Guthrie, J. T., Wigfield, A., & Klauda, S. L. (2012). Adolescents' engagement in academic literacy (Report No. 7). Retrieved from www.corilearning.com/research-publications
Edited Books
Guthrie, J. T. (Ed.). (2008). Engaging adolescents in reading. Thousand Oaks, CA: Corwin Press.
Guthrie, J. T., Wigfield, A., & Perencevich, K. C. (Ed.). (2004). Motivating reading comprehension: Concept-Oriented Reading Instruction. Mahwah, NJ: Erlbaum.
Book
Swan, E. A. (2003). Concept-Oriented Reading Instruction: Engaging classrooms, lifelong learners. New York: Guilford Press.
Peer-reviewed Journal Articles
Guthrie, J. T., Coddington, C. S., & Wigfield, A. (2009). Profiles of motivation for reading among African American and Caucasian students. Journal of Literacy Research, 41, 317-353.
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Guthrie, J. T., McRae, A., Coddington, C. S., Klauda, S. L., Wigfield, A., & Barbosa, P. (2009). Impacts of comprehensive reading instruction on diverse outcomes of low-achieving and high-achieving readers. Journal of Learning Disabilities, 42, 195-214.
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Coddington, C. S., & Guthrie, J. T. (2009). Teacher and student perceptions of boys’ and girls’ reading motivation. Reading Psychology, 30, 225-249.
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Taboada, A., Tonks, S. M., Wigfield, A. & Guthrie, J. T. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading and Writing: An Interdisciplinary Journal, 22, 85-106.
Wigfield, A., Guthrie, J. T., Perencevich, K. C., Taboada, A., Klauda, S. L., McRae, A., & Barbosa, P. (2008). The role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes. Psychology in the Schools, 45, 432- 445.
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Klauda, S. L. & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal of Educational Psychology, 100, 310-321.
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Guthrie, J. T., McRae, A., & Klauda, S. L. (2007). Contributions of Concept-Oriented Reading Instruction to knowledge about interventions for motivations in reading. Educational Psychologist, 42, 237 - 250.
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Guthrie, J. T., Hoa, L. W., Wigfield, A., Tonks, S. M.,
Humenick, N. M., & Littles, E. (2007). Reading motivation and reading
comprehension growth in the later elementary years. Contemporary
Educational Psychology, 32, 282 - 313.
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personal use only
Guthrie, J. T., Hoa, L. W., Wigfield, A., Tonks, S. M., & Perencevich,
K. C. (2006). From spark to fire: Can situational reading interest
lead to long-term reading motivation? Reading
Research and Instruction, 45, 91 - 117.
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Lutz, S. L., Guthrie, J. T., & Davis, M. H. (2006).
Scaffolding for engagement in learning:
An observational study of elementary school reading instruction. Journal of
Educational Research, 100, 3 - 20.
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Guthrie, J. T., Wigfield, A., Humenick, N. M., Perencevich,
K. C., Taboada, A., & Barbosa, P. (2006). Influences of stimulating
tasks on reading motivation and comprehension. Journal of Educational
Research, 99, 232-245.
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personal use only
Guthrie, J. T. (2004). Teaching for literacy engagement. Journal of Literacy Research, 36, 1-30. Available via UM libraries' catalog.
Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A.,
Davis, M. H., Scafiddi, N. T., & Tonks, S. (2004). Increasing reading comprehension and
engagement through Concept-Oriented Reading Instruction. Journal of Educational Psychology,
96, 403–423.
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Ozgungor, S., & Guthrie, J. T. (2004). Interactions among elaborative
interrogation, knowledge, and interest in the process of constructing knowledge from text.
Journal of Educational Psychology, 96, 437–443.
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Wang, J. H., & Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly, 39, 162-186. Available via UM libraries' catalog.
Wigfield, A., Guthrie, J. T., Tonks, S., & Perencevich, K. C. (2004).
Children's motivation for reading: Domain specificity and instructional influences. Journal
of Educational Research, 97, 299-309.
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Guthrie, J. T., & Davis, M. H. (2003). Motivating struggling readers in
middle school through an engagement model of classroom practice. Reading & Writing
Quarterly, 19, 59-85.
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Guthrie, J. T., Wigfield, A., VonSecker, C. (2000) Effects of integrated
instruction on motivation and strategy use in reading. Journal of Educational Psychology,
92(2), 331-341.
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Guthrie, J. T., Anderson, E., Alao, S., & Rinehart, J. (1999). Influences
of Concept- Oriented Reading Instruction on strategy use and conceptual learning from text.
Elementary School Journal, 99(4), 343-366.
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Guthrie, J. T., Van Meter, P., Hancock, G. R., McCann, A., Anderson, E., &
Alao, S. (1998). Does Concept-Oriented Reading Instruction increase strategy-use and conceptual
learning from text? Journal of Educational Psychology, 90(2), 261-278.
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Swan, E. (1998). Motivational and cognitive influences on conceptual
knowledge: The combination of science observation and interesting texts. (Doctoral dissertation).
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Wigfield, A., & Guthrie, J. T. (1997). Relations of children's motivation
for reading to the amount and breadth of their reading. Journal of Educational Psychology,
89, 420-432.
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Guthrie, J. T., Van Meter, P. McCann, A. D., & Wigfield, A. (1996). Growth of literacy engagement: Changes in motivations and strategies during Concept-Oriented Reading Instruction. Reading Research Quarterly, 31, 306-332.
Chapters
Wigfield, A., & Guthrie, J. T. (2010). The impact of Concept-Oriented Reading Instruction on students’ reading motivation, reading engagement, and reading comprehension. In J. L. Meece & J. S. Eccles (Eds.). Handbook of research on schools, schooling, and human development (pp. 463-477). Mahwah, NJ: Erlbaum.
Guthrie, J. T., & Coddington, C. S. (2009). Reading motivation. In K. Wentzel & A. Wigfield, (Ed.), Handbook of motivation at school (pp. 503-525). New York: Routledge.
Wigfield, A., Tonks. S., & Klauda, S. L. (2009). Expectancy-value theory. In K. R. Wentzel&A. Wigfield (Eds.), Handbook of motivation at school (pp. 55-75). New York: Routledge.
Guthrie, J. T., Rueda, R. S., Gambrell, L. B., & Morrison, D. A. (2009). Roles of engagement, valuing, and identification in reading development of students from diverse backgrounds. In L. Morrow & R. S. Rueda, (Eds), Handbook of reading and literacy among students from diverse backgrounds (pp. 195-215). New York: Guilford Press.
McRae, A., & Guthrie, J.T. (2009). Promoting reasons for reading: Teacher practices that impact motivation. In E. H. Hiebert (Ed.), Reading more, reading better (pp. 55-76). New York: Guilford Press.
Taboada, A., Guthrie, J. T., & McRae, A. (2008). Building engaging classrooms. In R. Fink & S. J. Samuels (Eds.), Inspiring reading success: Interest and motivation in an age of high-stakes testing (pp. 141-166). Newark, DE: International Reading Association.
Guthrie, J. T., Taboada, A., & Coddington, C. S. (2007). Engagement practices for strategy learning in Concept-Oriented Reading Instruction. In D. S. McNamara (Ed.). Reading comprehension strategies: Theory, interventions, and technologies (pp. 241-266). Mahwah, NJ: Erlbaum.
Guthrie, J. T. & Wigfield, A. (2005). Roles of motivation and engagement in reading comprehension assessment. In S. Paris, & S. Stahl (Eds.), Children's Reading Comprehension and Assessment (pp. 187-213). Mahwah: NJ: Erlbaum.
Guthrie, J. T. & Humenick, N. M. (2004) Motivating students to read: Evidence for classroom practices that increase reading motivation and achievement. In. P. McCardle & V. Chhabra. (Eds.) The voice of evidence in reading research (pp. 329-354). Baltimore: Brookes Publishing.
Guthrie, J. T. (2003). Concept-Oriented Reading Instruction: Practices of Teaching Reading for Understanding. In C. Snow & A. Sweet (Eds.), Reading for Understanding: Implications of RAND Report for Education (pp. 115-140). New York: Guilford.
Research Funding
National Reading Research Center (NRRC) funded by the U. S. Department of Education 1992-1997.
Increasing Reading Comprehension, Motivation, and Science Knowledge Through Concept-Oriented Reading Instruction in a District-wide Experiment funded by the National Science Foundation (NSF) 2000-2007 (The Reading Engagement Project- grades 3-5).
Identification, Prediction, and Intervention in Adolescent Reading funded by the National Institute of Child Health and Human Development (NICHD) 2007-2012. (Reading Engagement for Adolescent Learning (REAL) Project- Grade 7).
