Please use this identifier to cite or link to this item:
Implementing Concept-Oriented Reading Instruction in a Primary EFL Remedial Program
L2 Intrinsic Reading Motivation
L2 Reading Ability
|Issue Date:||2020-03-02 11:34:07 (UTC+8)|
The study aims to explore how Concept-Oriented Reading Instruction (CORI) affects students’ intrinsic reading motivation and reading ability in a primary EFL remedial program. Students’ perceptions of the use of CORI in their English remedial class were also investigated. Seven students from the same remedial program were recruited to participate in the present study. Data were collected from the following sources: the post-experiment questionnaire, the GEPT-Kids Reading pre-test and post-test, and interviews.
The results of the study show that among the three dimensions of intrinsic reading motivation, the use of CORI as a teaching method was more effective in enhancing students’ reading involvement. No significant differences, however, were found between students’ scores on the GEPT-reading pretest and post-test. As for students’ perceptions of the remedial course, the findings from the questionnaire and interviews indicate that most students were positive about the use of CORI in the class. Finally, suggestions on teaching English reading to struggling young students are also discussed.
Akamatsu, N. (1999). The effects of first language orthographic features on word recognition processing in English as a second language. Reading and Writing: An Interdisciplinary Journal, 11, 381-403.
Alhamdu (2016). Interest and reading motivation. PSIKIS-Jurnal Psikologi Islami Vol. 1 No. 1 (2015). 1-10.
Alleman, J., & Brophy, E. J. (1991). Reconceptualizing homework as out-of-the-school learning opportunities. Occasional Paper No. 135. East Lansing, Michigan: Michigan State University, Institute for Research in Teaching.
Anderson, E. (1998). Motivation and Cognitive Influences on Conceptual Knowledge: The Combination of Science Observation and Interesting Texts.
Anderson, R.C., & Pearson, P.D. (1984). A schema-theoretic view of basic processes in reading. In P.D. Pearson (Ed.), Handbook of Reading Research (pp.255-291). New York: Longman.
Baker, L., & Brown, A. L. (1984). Metacognitive Skills and Reading. In P. D. Pearson, R. Barr, M. L. Kamil & P. Mosenthal (Eds.), Handbook of Reading Research (pp. 353 - 394). New York: Longman.
Baker, L., & Wigfield, A. (1999). Dimensions of Children's Motivation for Reading and Their Relations to Reading Activity and Reading Achievement.
Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
Beane, J. A. (1995). Curriculum integration and the disciplines of knowledge. Phi Delta Kappan, 76, 646-622.
Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women’s ways of knowing: The development of self, voice, and mind. Curriculum Inquiry. Vol. 18, No. 1 (Spring, 1988), pp. 113-121. New York: BasicBooks, Inc.
Berman, R. (1986). A crosslinguistic perspective: Morphology and syntax. In Fletcher, P. & Garman, M. (Eds.), Language acquisition: Studies in first language development (2nd ed., pp. 429–447). Cambridge: Cambridge University Press.
Brophy, J., McMahon, S., & Prawat, R. (1991). Elementary social studies series: Critique of a representative example by six experts. Social Eduation, 55, 155-160.
Carrell, P. &Eisterhold. J.C. (1983). Schema theory and ESL reading pedagogy. TESOL Quarterly, 17(4), 553-573.
Carrell, P. L. (1983). Three components of background knowledge in reading comprehension. Language Learning, 33, 183–203. doi: 10.1111/j.1467-1770.1983.tb00534.x.
Carrell, P. L. (1987). Content and Formal Schemata in ESL Reading. TESOL Quarterly, 21(3), 461.doi:10.2307/3586498
Carrell, P.L. (1988). Some causes of text-boundedness and schema interference in ESL reading. In P.L. Carrell, J. Devine & D.E. Eskey (Eds.), Interactive approachesto second language reading. Cambridge: CUP.
Carrell, P. L. (1989). Metacognitive awareness and second language reading. Modern Language Journal, 73, 121–134.
Carr, T. H., & Levy, B. A. (Eds.). (1990). Reading and its development: Component skills approaches. New York: Academic Press.
Chapman, J. W. (1988). Learning Disabled Children's Self-Concepts. Review of Educational Research, 58, 347-37.
Chen, Ying-Hsiu (2004). Elementary and Junior High School English Teachers’ Perceptions and Implementation of Remedial Instruction for Underachievers (Master's thesis) National Taiwan Normal University, Taipei.
Chow, B. W.-Y., McBride-Chang, C., & Burgess, S. (2005). Phonological processing skills and early reading abilities in Hong Kong Chinese kindergarteners learning to read English as a second language. Journal of Educational Psychology, 97, 81-87.
Clarke, M. A. (1980). The short circuit hypothesis of ESL reading or when language competence interferes with reading performance. Modern Language Journal, 64, 203–209.
Devine, J. (1987). General language competence and adult second language reading. In Devine, J.Carrell, P. L. & Eskey, D. E. (Eds.), Research in reading English as a second language (pp. 73–87). Washington, DC: Teachers of English to Speakers of Other Languages.
Dole, J. A., Duffy, G., Roehler, L. R., & Pearson, P. D. P. (1991). Moving from the old to the new: Research on reading comprehension instruction. Review of Educational Research, 61, 239–264.
Eskey, D.E. (1986). Theoretical foundations. In F. Dublin, D.E. Eskey, W. Grabe (Eds.), Teaching second language reading for academic purposes. (pp. 3–23). Reading: Addison-Wesley.
Eskey, D.E. (1988). “Holding in the Bottom: An Interactive Approach to the Language Problems of Second Language Readers.” In P. Carrell, J. Devine, & D. Eskey (Eds.), Interactive Approaches to Second Language Reading (pp. 93-100). Cambridge, UK: Cambridge UP.
Eskey, D. E. (2002). Reading and the teaching of L2 reading. TESOL Journal, 11(1), 5-9.
Gardner, R. C. (2001). Language Learning Motivation: The Student, the Teacher, and the Researcher. Texas Papers in Foreign Language Education, 6(1), 1–18.
Geva, E. & Siegel, L. S. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skill in two languages. Reading and Writing: An. Interdisciplinary Journal, 12, 1-30.
Geva, E., Wade-Woolley, L., & Shany, M. (1997). The development of reading efficiency in a first and second language. Scientific Studies of Reading, 1, 119–144.
Grabe, W. (1991). Current Developments in Second Language Reading Research. TESOL Quarterly, 25, 375-406.
Grabe, W. (2004). 3. Research on Teaching Reading. Annual Review of Applied Linguistics, 24. doi:10.1017/s0267190504000030
Grabe, W. (2014). Key Issues in L2 Reading Development. In 4th CELC Symposium Proceedings, edited by Xudong Deng and Richard Seow, 8–18. National University of Singapore.
Graesser, A. C., Lang, K. L., & Roberts, R. M. (1991). Question answering in the context of stories. Journal of Experimental Psychology: General, 120, 254-277.
Guthrie, C. S. C. J. T. (2008). Teacher and Student Perceptions of Boys’ and Girls’ Reading Motivation. Reading Psychology, 30, 225–249.
Guthrie, J. T., Anderson, E., Alao, S., & Rinehart, J. (1999). Influence of Concept-Oriented Reading Instruction on Strategy Use and Conceptual Learning from Text. Elementary School Journal, 99(4), 343–366.
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.
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- and high-achieving readers. Journal of Learning Disabilities, 42, 195-214.
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(4), 237-250. doi:10.1080/00461520701621087
Guthrie, J.T., Van Meter, P., McCann, A.D., Wigfield, A., Bennett, L., Poundstone, C.C., et al. (1996). Growth of literacy engagement: Changes in motivations and strategies during concept-oriented reading instruction. Reading Research Quarterly, 31, 306–332.
Guthrie, J. T., Wigfield, A., Barbosa, P., Perencevich, K. C., Taboada, A., Davis, M. H., . . . Tonks, S. (2004). Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction. Journal of Educational Psychology, 96(3), 403-423. doi:10.1037/0022-0622.214.171.1243
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.
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.
Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional Contexts for Engagement and Achievement in Reading. Handbook of Research on Student Engagement (pp. 601-634).
Guthrie, S. E. (1993). Faces in the Clouds: A New Theory of Religion. New York, NY: Oxford University Press.
Henk, W. A., and Melnick, S. A. (1995). The reader self-perception scale (RSPS): a new tool for measuring how children feel about themselves as readers. Read. Teach. 48, 470–477.
Jeon, E. H., & Yamashita, J. (2014). L2 Reading Comprehension and Its Correlates: A Meta-Analysis. Language Learning, 64(1), 160–212.doi:10.1111/lang.12034
Keung, Y.-C., & Ho, C. S.-H. (2009). Transfer of reading-related cognitive skills in learning to read Chinese (L1) and English (L2) among Chinese elementary school children. Contemporary Educational Psychology, 34(2), 103-112. doi:10.1016/j.cedpsych.2008.11.001
Koda, K. (1988). Cognitive process in second language reading: Transfer of Ll reading skills and strategies. Second Language Research, 4(2), 133–156.
Koda, K. (1989a). Effects of Ll orthographic representation on L2 phonological coding strategies. Journal of Psycholinguistic Research, 18(2), 201–222.
Koda, K. (1989b). The effects of transferred vocabulary knowledge on the development of L2 reading proficiency. Foreign Language Annals, 22(6), 529–540.
Koda, K. (1990a). Factors affecting second language text comprehension. In Zutell, J. & McCormick, S. (Eds.), Literacy theory and research: Analyses from multiple paradigms [39th Yearbook of the National Reading Conference] (pp. 419–427). Chicago, IL: National Reading Conference.
Koda, K. (1990b). The use of LI reading strategies in L2 reading: Effects of LI orthographic structures on L2 phonological recoding strategies. Studies in Second Language Acquisition, 12(4), 393–410.
Koda, K. (1993). Transferred L1 strategies and L2 syntactic structure in L2 sentence comprehension. Modern Language Journal, 77, 490–500.
Lawrence-Brown, D. (2004). Differentiated Instruction: Inclusive Strategies for Standards-Based Learning that Benefit the Whole Class. American Secondary Education, 32(3), 34-62.
Lipson, M., Valencia, S., Wixson, K., & Peters, C. (1993). Integration and thematic teaching: Integration to improve teaching and learning. Language Arts, 70(4), 252-264.
Logan, S., Medford, E., & Hughes, N. (2011). The importance of intrinsic motivation for high and low ability readers' reading comprehension performance. Learning and Individual Differences, 21(1), 124-128. doi:10.1016/j.lindif.2010.09.011
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(1), 3–20.
McLaughlin, B. (1990). Restructuring. Applied Linguistics, 11, 113-128.
McLaughlin, H.J. (1991). Reconciling care and control: Authority in classroom relationships. Journal of Teacher Education, 42(3), 181-192.
Morgan, P. L. F., Douglas (2007). Is There a Bidirectional Relationship Between Children’s Reading Skills and Reading Motivation? Exceptional Children, 73(2), 166–183.
Oldfather, P. (1993a). What students say about motivating experiences in a whole language classroom. The Reading Teacher, 46(8), 672-681.
Oldfather, P. (1993b, April). Facilitating participation and ownership through engaging students as co-researchers. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA.
Oldfather, P. (1992, December). Sharing theownershipofknowing: A constructivist concept of motivation for literacy learning. Paper presented at the annual meeting of the National Reading Conference, San Antonio, TX.
Oldfather, P., & Thomas, S. (1991). Researcher, classroom teacher, and student co-researchers jointly present perspectives on a qualitative study of student motivation. In P. Dreyer (Ed.), The Claremont Reading Conference 55th Yearbook (pp. 106-128). Claremont, CA; The Claremont Reading Conference.
Oldfather, P. (1991). Students' perceptions of their own reasons/purposes for being or not being involved in learning activities: A qualitative study of student motivation (Doctoral dissertation, The Claremont Graduate School, 1991). Dissertation Abstracts International, 52, 853A.
Pate, E. P., McGinnis, K., and Homstead, E. (1995). Creating coherence through curriculum integration. In Beane, J. A. (ed.), Toward a coherent curriculum: 1995 yearbook of the Association for Supervision and Curriculum Development, Alexandria, VA: Association for Supervision and Curriculum Development, pp. 62–70.
Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational Psychologist, 25, 71-86.
Schunk, D. H. (1995). Self-efficacy and education and instruction. In J. E. Maddux (Ed.), Self-efficacy, adaptation, and adjustment: Theory, research, and application (pp. 281-303). New York: Plenum Press.
Schunk, D. H. (1996). Goal and self-evaluative influences during children’s cognitive skill learning. American Educational Research Journal, 33, 359-382.
Schunk, D. H., & Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 631-649). San Diego: Academic Press.
Schunk, D. H., & Zimmerman, B. J. (1996). Modeling and self-efficacy influences on children's development of self-regulation. In K. Wentzel & J. Juvonen (Eds.), Social motivation: Understanding children's school adjustment (pp. 154-180). New York: Cambridge University Press.
Segalowitz, N., Poulsen, C., and Komoda, M. 1991: Lower level components of reading skill in higher level bilinguals: implications for reading instruction. AILA Review, 8, 15–30.
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the Classroom: Reciprocal Effects of Teacher Behavior and Student Engagement Across the School Year. Educ. Psychol, 85, 571–81.
Stoller, Fredricka L. (2002). Teaching and Researching: Reading. 1-33.
Swaffar, J. K. (1988). Readers, texts, and second languages: The interactive processes. Modern Language Journal, 72, 123–149.
Turner, J. C. (1995). The influence of classroom contexts on young children’s motivation for literacy. Reading Research Quarterly, 30, 410–441.
Vongkrachang, S., & Chinwonno, A. (2015). CORI: Explicit Reading Instruction to Enhance Informational Text Comprehension and Reading Engagement for Thai EFL Students. PASAA, 49 (1), 67- 104.
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.
Wigfield, A., Guthrie, J., & McGough, K. (1996). A questionnaire measure of chil- dren’s motivations for reading. (Instructional Resource no 22). Athens, GA: National Reading Research Centre.
Wigfield, A., Guthrie, J. T., Tonks, S., & Perencevich, K. C. (2004). Children's Motivation for Reading: Domain Specificity and Instructional Influences. The Journal of Educational Research, 97(6), 299-310.
Wang, M, Park, Y.-J., & Lee, K.-R. (2006). Korean-English biliteracy acquisition: Crosslanguage phonological and orthographic transfer. Journal of Educational Psychology, 98, 148-158.
Wang, M., Perfetti, C. A., & Liu, Y. (2005). Chinese-English biliteracy acquisition: Crosslanguage and writing system transfer. Cognition, 97, 67–88.
Zimmerman, B. J. (2000). “Attainment of self-regulation: A social cognitive perspective,” in Handbook of Self-Regulation, eds M. Boekaerts, P. R. Pintrich, and M. Zeidner (San Diego, CA: Academic Press), 13–39.
|Appears in Collections:||[Department of English] Theses|
Files in This Item:
All items in 學術集成 are protected by copyright, with all rights reserved.