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.

Authored by two passionate psychologists and educators, Book Smart: How to Develop and Support Successful, Motivated Readers is a how-to guide rich with stories, lessons, activities, and ideas aimed at supporting reading development and addressing the broad range of interpersonal, social, emotional, and motivational skills that can be fostered by reading with young children. The early chapters in this book will help you get your child ready for school and ready to read, and the later chapters will help you foster your child's lifelong love of reading. Throughout the book, the authors also provide tips for building a special bond with your child through reading together, from giving appropriate praise to modeling persistence. Perhaps most importantly, this book serves as a guide along the path to raising an independent reader. This journey begins with a discussion of oral language and early reading skills and then moves into early writing attempts, story comprehension, general knowledge development, and social-emotional growth. This book will help parents bring the joy of reading into the home.

Based on research from the National Reading Research Center (NRRC) at the Universities of Georgia and Maryland, this issue presents the contributors' sythesized work on reading motivation and engagement. Articles are devoted to the following topics: * the general motivation constructs related to reading; * home influences on reading motivation; * readers' responses to different types of text; * influences of classroom contexts; and * types of assessment on children's motivation.

This book comprises a synthesis of current directions in reading research, theory, and practice unified by what has been referred to as the engagement perspective of reading. This perspective guides the research agenda of the National Reading Research Center (NRRC), a consortium of the University of Georgia, University of Maryland, and affiliated scholars. A major goal of the book is to introduce reading researchers to the engagement perspective as defined by the NRRC and to illustrate its potential to integrate the cognitive, social, and motivational dimensions of reading and reading instruction. Engaged readers are viewed as motivated, strategic, knowledgeable, and socially interactive. They read widely for a variety of purposes and capitalize on situations having potential to extend literacy. The book is organized into four sections representing key components of the NRRC research agenda and the engagement perspective. This perspective emphasizes contexts that influence engaged reading. Accordingly, the first section of the volume focuses on the social and cultural contexts of literacy development, with chapters devoted to examining home influences, home-school connections, and the special challenges facing ethnic minorities. The engagement perspective also implies greater attention to the role of motivational and affective dimensions in reading development than traditional views of reading. Therefore, the second section examines motivational theory and its implications for reading engagement, with special attention to characteristics of classroom contexts that promote motivation in reading. The engagement perspective embraces innovative instructional contexts that address the cognitive, social, and motivational aspects of reading. Thus, the third section includes chapters on current directions in promoting children's learning from text, on the value of an integrated curriculum in promoting reading engagement, and on the challenges of assessing students' development as engaged readers. Finally, the broader conception of reading implied by the engagement perspective requires an expanded array of research approaches, sensitive to the complex and interacting contexts in which children develop literacy. The concluding section focuses on these important contemporary issues in literacy research and educational research, with chapters examining the variety of alternative modes of inquiry gaining prominence in literacy research, teacher inquiry, and ethical issues of collaboration between university and teacher researchers. Intended for university-based researchers, graduate students, and classroom teachers, this volume brings together researchers who think about students and their literacy development in school and home communities in distinctly different ways. The cooperative and collaborative inquiry presented contributes to a richer understanding of the many factors influencing engaged reading.

This volume demonstrates how promoting children's engagement with reading can greatly enhance reading achievement. From leading literacy researchers and educators, the book illuminates what a child needs to become an engaged reader and presents a set of instructional principles designed to facilitate this goal. Helping teachers offer a coordinated emphasis on competence and motivation in reading instruction, chapters blend research evidence with practical recommendations. Topics covered include ways to provide children with a good foundation at the word level, help if they are in trouble, ample time and materials for reading, opportunities to share in a community of learners, instruction that is coherent, motivating, and responsive to each child's strengths and weaknesses, school-wide coordination of instruction, and continuities between home and school.

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There is no shortage of innovative educational programs – the challenge is learning how to scale and sustain those with strong evidence of effectiveness. This book focuses on Reading Recovery – one of the few educational innovations that has successfully expanded and established itself in several educational systems in the world. Developed by Marie Clay in New Zealand during the mid-1980s, Reading Recovery is an intensive intervention for young students who are struggling to learn how to read, and has expanded to several countries across the globe over the last 30 years. Providing evidence of the intervention’s effectiveness both in the short- and long-term, this volume presents in-depth studies to elucidate why the program is effective; discusses the trials and tribulations in scaling and sustaining the program; and approaches scaling and maintaining from theoretical and practical perspectives. The contributors to this book explain how Reading Recovery has established itself because it has maintained a strong focus on evidence; developed a deep sense of community among its practitioners; and was at the forefront in enhancing professional development of the teachers who delivered the intervention. Understanding the implementation experiences of the intervention is beneficial for any innovation developer who wishes to grow and sustain an intervention. The chapters in this book were originally published as articles in the Journal of Education for Students Placed At Risk.