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John T. Guthrie Ph.D.

Intro

John T. Guthrie is a researcher & scholar in the area of student motivation as it relates to literacy.

Education Guthrie received his bachelor’s degree in psychology from the University of London, England. He earned both his master’s & doctoral degrees from the University of Illinois, where he majored in educational psychology, completing his Ph.D. in 1968. While attending the University of Illinois, Guthrie worked as a research assistant from 1964-1968. (http://www.education.umd.edu/EDHD/pdfs/johnguthrie_vita.pdf) Career Guthrie began his post-doctoral career as an assistant professor of education and project director of the Center for Social Organization of Schools at Johns Hopkins University (http://www.jhucsos.com/) from 1968-1970, after which he moved into the role of assistant professor of pediatrics at Johns Hopkins until 1974.

His stint at Johns Hopkins was followed by a decade (1974-1984) at the University of Delaware, where he worked as an associate professor of education. During this decade, he also served as the director of research for the International Reading Association (IRA) (http://www.reading.org/). In 1984, Guthrie moved to the University of Maryland at College Park. From 1984 to 1991, he served as the director of the Center for Educational Research and Development and as a professor in the Department of Curriculum and Instruction. In 1992, Guthrie moved to the College Park campus of the University of Maryland, where he served as a professor of human development in the college of education, a position he held until his retirement in 2007. While at the University of Maryland, Guthrie was named the first Jean Mullan Professor of Literacy for 2006-2007. In 1992, Guthrie also became the co-director of the National Reading Research Center at the University of Maryland, College Park, a role he retained until his retirement in 1997. (Baker, Dreher, & Guthrie, 2000). (http://www.education.umd.edu/EDHD/pdfs/johnguthrie_vita.pdf) CORI (Concept-Oriented Reading Instruction) The CORI framework integrates the science (or social studies) into literacy instruction, using activities and content-area reading to motivate students to read, write, and think more deeply (Wigfield, et al., 2008, p. 433; College of Education, 2006). His research indicates greater gains in motivation, engagement, and reading achievement for students exposed to the CORI framework as opposed to control groups (College of Education, 2006). The Engagement Model of Reading Comprehension This model, a result of joint effort between Dr. Guthrie and Allan Wigfield, “proposes that engagement in reading is the joint functioning of motivational processes and cognitive strategies during reading comprehension (Guthrie & Wigfield, 2008). Awards & honors Kennedy Scholar in Education, Johns Hopkins University, l970-1974 Visiting Scholar, University of Auckland, New Zealand, January-May, l980 Board of Directors, National Reading Conference, 1980-1983 Fellow, American Psychological Association (Division 15), 1981 Delegate, United States Department of Education Study Group to China, 1984 Steering Committee International Literary Survey, International Association for the Evaluation of Educational Achievement, 1985-90 Fellow, American Psychological Association, 1990 Fellow, National Council of Research in English, 1992 Oscar S. Causey Award for outstanding contributions to reading research, 1992, National Reading Conference Chair, Fellows Committee, Educational Psychology, Division 15, American Psychological Association, 1993-95 International Reading Association - Elected to the "Reading Hall of Fame", 1994 National Academy of Sciences--National Research Council 1996-1999 University of Maryland Regent’s Faculty Award for research/scholarship/creative activity, 2004 University of Illinois, Distinguished Alumni Award, 2006 University of Maryland, College of Education Scholarship Award, 2006 University of Maryland, Inaugural Jean Mullan Professor of Literacy, 2006-2008 (College of Education, 2006) Fellow, American Educational Research Association (AERA Fellows Program), 2008 (http://www.education.umd.edu/EDHD/pdfs/johnguthrie_vita.pdf) Collaborators & co-authors Allan Wigfield Publications Books (Authored or Co-authored) Guthrie, J. T. & Siefert, M. (1984). Measuring readership: Rationale and technique. Paris: Unesco. (English, Spanish, French). Books (Edited) Guthrie J. T. (Ed.). (1976). Aspects of reading acquisition. Baltimore, MD: Johns Hopkins University Press. Guthrie, J. T. (Ed.). (1977). Cognition, curriculum, and comprehension. Newark, DE: International Reading Association. Guthrie, J. T. (Ed.). (1983). Comprehension and teaching: Research reviews. Newark, DE: International Reading Association. Guthrie, J. T. (Ed.). (1984). "Reading" by William S. Gray: A research retrospective, 1881-1941. Newark, DE: International Reading Association. Books (Co-edited) Pressley, M., Harris, K., & Guthrie, J. (Eds.). (1992). Promoting academic competence and literacy in school. San Diego: Academic. Guthrie, J. T., & Wigfield, A. (Eds.). (1997). Reading engagement: Motivating readers through integrated instruction. Newark, DE: International Reading Association. Guthrie, J. T., & Alvermann, D. E. (Eds.). (1999). Engaged reading: Processes, practices, and policy implications. New York: Teachers College Press. Baker, L., Dreher, M. J., & Guthrie, J. T. (Eds.). (2000). Engaging young readers. New York: Guilford. Guthrie, J. T., Wigfield, A., & Perencevich, K. C. (Ed.). (2004). Motivating reading comprehension: Concept-Oriented Reading Instruction. Mahwah, NJ: Erlbaum. Guthrie, J. T. (2008). Engaging adolescents in reading. Thousand Oaks, CA: Corwin Press. Guthrie, J. T., Wigfield, A., & Klauda, S. L. (2012). Adolescents' engagement in academic literacy (Report No. 7). Retrieved November 10, 2012 from www.corilearning.com/research-publications Peer-reviewed Journal Articles (Sole Author) Guthrie, J. T. (1967). Expository instruction versus a discovery method. Journal of Educational Psychology, 48(l), 54-59. Guthrie, J. T. (1969). The interface of psychology and education (Review of psychological science and the educational enterprise by G. G. Andrews). Contemporary Psychology, 14, 442-443. Guthrie, J. T. (1971). The effects of two types of verbal hierarchy on problem solving. The Journal of General Psychology, 84, 213-218. Guthrie, J. T. (1971). Relationships of teaching method, socioeconomic status and intelligence in concept formation. Journal of Educational Psychology, 62, 245-350. Guthrie, J. T. (1972). Learnability versus readability of texts. The Journal of Educational Research, 65, 273-280. Guthrie, J. T. (1972). Motivational effects of feedback in reading. Journal Supplement Abstract Service, 2, 57. Guthrie, J. T. (1973). Models of reading and reading disability. Journal of Educational Psychology, 65(1), 9-18. Guthrie, J. T. (1973). Educational assessment of the handicapped child. In R. H. Haslam (Ed.), Pediatric Clinics of North America, 20, 89-103. Guthrie, J. T. (1973). Reading comprehension and syntactic responses in good and poor readers. Journal of Educational Psychology, 65, 294-300. Guthrie, J. T. (Guest editorial) (1974-75). Multiplicity of reading research. Reading Research Quarterly, 10, 147-150. Guthrie, J. T. (1978). Research training in reading. Epistle, 5, 24-30. Guthrie, J. T. (1981). Reading in New Zealand: Achievement and volume. Reading Research Quarterly, 17(1), 6-27. Guthrie, J. T. (1983). Review of psychology of reading. Journal of Reading Behavior, 15, 61-64. Guthrie, J. T. (1988). Locating information in documents: Examination of a cognitive model. Reading Research Quarterly, 23, 178-199. Guthrie, J. T. (1990). The psycholinguistics of reading. Contemporary Psychology, 35, 484. Guthrie, J. T. (1996). Educational contexts for engagement in literacy. The Reading Teacher, 49, 432-445. Guthrie, J. T. (2004). Teaching for literacy engagement. Journal of Literacy Research, 36(1), 1-30. Peer-reviewed Journal Articles (Primary Author) Guthrie, J. T., & Baldwin, T. L. (1970). Effects of discrimination, grammatical rules, and application of rules on the acquisition of grammatical concepts. Journal of Educational Psychology, 61, 358-364. Guthrie, J. T., & Goldberg, H. K. (1972). Evaluation of visual perceptual factors in reading disability. Journal of Pediatric Ophthalmology, 9(1), 18-25. Guthrie, J. T., & Tyler, S. J. (1976). Psycholinguistic processing in reading and listening among good and poor readers. Journal of Reading Behavior, 8, 415-426. Guthrie, J. T., & Seifert, M. (1977). Letter-sound complexity in learning to identify words. Journal of Educational Psychology, 69, 686-696. Guthrie, J. T., & Seifert, M. (1978). Research and education reading. Journal of Research and Development in Education, 11, 12-19. Guthrie, J. T., & Tyler, S. J. (1978). Cognition and instruction of poor readers. Journal of Reading Behavior, 10(1), 57-78. Guthrie, J. T., & Fillos, R. M. (1979). The research in the school system. FOCUS: Teaching English Language Arts, 6(1), 97-100. Guthrie, J. T., & Seifert, M. (1983). Profiles of reading activity in a community. Journal of Reading, 126, 498-508. Guthrie, J. T., Seifert, M., & Mosberg, L. (1983). Research synthesis in reading: Topics, audiences, and citation rates. Reading Research Quarterly, 19(1), 16-27. Guthrie, J. T., & Kirsch, I. S. (January, 1984). The emergent perspective on literacy. Phi Delta Kappa, 351-355. Guthrie, J. T., & Lissitz, R. W. (1985). A framework for assessment-based decision making in reading education. Educational Measurement: Issues and Practice, 4, 26-31. Guthrie, J. T., Seifert, M., & Kirsch, I. (1986). Effects of education, occupation and setting on reading practices. American Educational Research Journal, 23(l), 151-160. Guthrie, J. T., & Kirsch, I. (1987). Distinctions between reading comprehension and locating information in text. Journal of Educational Psychology, 79, 220-227. Guthrie, J. T., & Mosenthal, P. (1987). Literacy as multidimensional: Locating information and reading comprehension. Educational Psychologist, 22, 279-297. Guthrie, J. T., & Hutchinson, S. (1988). Measurement objectives for state assessments by NAEP. In Haertel, G. D. (Ed.), Report of the NAEP Technical Review Panel. U.S. Department of Education, Washington, D.C. Guthrie, J. T., & Hutchinson, S. (1989). Measurement objectives for state assessments by NAEP. International Journal of Educational Research, 12, 751-758. Guthrie, J. T., Schafer, W. D., & Hutchinson, S. R. (1991). Relationships of document literacy and prose literacy to occupational and societal characteristics of young black and white adults. Reading Research Quarterly, 25(1), 31-48. Guthrie, J. T., Bennett, S., & Weber, S. (1991). Processing procedural documents: a cognitive model for following written directions. Educational Psychology Review, 3, 249-265. Guthrie, J. T., Britten, T., & Barker, G. (1991). Role of document structure and metacognitive awareness in the cognitive process of searching for information. Reading Research Quarterly, 26, 300-325. Guthrie, J. T., Weber, S., & Kimberly, N. (1993). Searching documents: Cognitive processes and deficits in understanding graphs, tables and illustrations. Contemporary Educational Psychology, 18, 186-221. Guthrie, J. T., Van Meter, P., & Mitchell, A. (1994). Performance assessments in reading language arts. The Reading Teacher, 48, 266-271. Guthrie, J. T., Schafer, W., Wang, Y. Y., & Afflerbach, P. (1995). Relationships of instruction to amount of reading: An exploration of social, cognitive, and instructional connections. Reading Research Quarterly, 30(1), 8-25. Guthrie, J. T., Van Meter, P., McCann, A., Wigfield, A., Bennett, L., Poundstone, C., Rice, M. E., Fabisch, F., Hunt, B., & Mitchell, A. (1996). Growth of literacy engagement: Changes in motivations and strategies during concept-oriented reading instruction. Reading Research Quarterly, 31, 306-332. Guthrie, J. T., & Alao, S. (1997). Designing contexts to increase motivations for reading. Educational Psychologist, 32(2), 95-105. Guthrie, J. T., Alao, S., & Rinehart, J. M. (1997). Engagement in reading for young adolescents. Journal of Adolescent & Adult Literacy, 40, 438-446. Guthrie, J. T., Cox, K., Anderson, E., Harris, K., Mazonni, S., & Rach, L. (1998). Principles of integrated instruction for engagement in reading. Educational Psychology Review,10(2), 177-199. 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. Guthrie, J. T., Alverson, S., & Poundstone, C. (1999). Engaging students in reading through the school library media center. Knowledge Quest, 27(4), 8-16. 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. Guthrie, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3(3), 231-257. Guthrie, J. T., & Wigfield, A. (1999). How motivation fits into a science of reading. Scientific Studies of Reading, 3(3), 199-207. Guthrie, J. T., Wigfield, A., Von Secker, C. (2000) Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92(2), 331-341. Guthrie, J. T., Schafer, W. D., Von Secker, C., Alban, T. (2000) Contributions of instructional practices to reading achievement in a statewide improvement program. Journal of Educational Research, 93(4), 211-225 Guthrie, J. T., Cox, K. E. (2001) Classroom conditions for motivation and engagement in reading. Educational Psychology Review, 13(3), 283-302. Guthrie, J. T., Schafer, W. D., & Huang, C. (2001) Benefits of opportunity to read and balanced instruction on the NAEP. Journal of Educational Research, 94(3), 145-162. 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. 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. 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., 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, 91-118. 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. Guthrie, J. T., McRae, A. C., & Klauda, S. L. (2007). Contributions of Concept-Oriented Reading Instruction to knowledge about interventions for motivations in reading. Educational Psychologist, 42, 237-250. 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. Guthrie, J. T., Coddington, C. S., & Wigfield, A. (2009). Profiles of reading motivation among African American and Caucasian students. Journal of Literacy Research, 41, 317-353. Peer-reviewed Journal Articles (Co-author) Anderson, R. C., & Guthrie, J. T. (1966). Effects of some sequential manipulations of relevant and irrelevant stimulus dimensions on concept learning. Journal of Experimental Psychology, 72, 501-504. Wolff, J., & Guthrie, J. T. (1968). Overtraining and stimulus change in extra-dimensional shifts. Psychonomic Science, 13, 309-310. Kidder, S. J., & Guthrie, J. T. (1972). Training effects of a behavior modification game. Simulation and Games, 3(1), 17-28. Preston, M. S., Guthrie, J. T., & Childs, B. (1974). Visual evoked responses (VERs) normal and disabled readers. Psychophysiology, 11, 452-457. Steinheiser, R. & Guthrie, J. T. (1974). Scanning times through prose and word strings for various targets by normal and disabled readers. Journal of Reading Behavior, 39, 931-938. Finucci, J. M., Guthrie, J. T., Childs, A. L., Abbey, H., & Childs, B. (1976). The genetics of specific reading disability. Annals of Human Genetics, 40(l), 1-23. Preston, M. S., Guthrie, J. T., Kirsch, I., Gertman, D., & Childs, B. (1977). VERs in normal and disabled adult readers. Psychophysiology, 14(l), 8-14. Steinheiser, R., & Guthrie, J. T. (1977). Perceptual and linguistic readers. Journal of Reading Behavior, 9, 217-225. Kirsch, I., & Guthrie, J. T. (1977). The concept and measurement of functional literacy. Reading Research Quarterly, 13, 485-507. Steinheiser, F., Jr., & Guthrie, J. T. (1978). Reading ability and efficiency of graphemic- phonemic encoding. The Journal of General Psychology, 99, 281-291. Kirsch, I. S., & Guthrie, J. T. (1980). Construct validity of functional reading tests. Journal of Educational Measurement, 17, 81-93. Hart, J. T., Guthrie, J. T., & Winfield, L. (1980). Black English phonology and learning to read. Journal of Educational Psychology, 72, 636-646. Kirsch, I. S., & Guthrie, J. T. (1984). Adult reading practices for work and leisure. Adult Education Quarterly, 34, 219-238. Kirsch, I. S., & Guthrie, J. T. (1984). Prose comprehension and text search as a function of reading volume. Reading Research Quarterly, 19, 331-342. Golden, J., & Guthrie, J. T. (1986). Convergence and divergence in reader response to literature. Reading Research Quarterly, 21, 408-422. Gillingham, M., & Guthrie, J. T. (1987). Relationships between CBI and research on teaching. Contemporary Educational Psychology, l2, 189-199. Gillingham, M. G., Garner, R., Guthrie, J. T., & Sawyer, R. (1989). Children's control of computer-based reading assistance in answering synthesis questions. Computers in Human Behavior, 5, 61-75. Dreher, M. J., & Guthrie, J. T. (1990). Cognitive processes in textbook chapter search tasks. Reading Research Quarterly, 25, 323-339. Byrnes, J., & Guthrie, J. T. (1992). Prior conceptual knowledge and textbook search. Contemporary Educational Psychology, 17, 8-29. Grant, R., Guthrie, J. T., Bennett, L., Rice, M. E., and McGough, K. (December 1993/January 1994). Developing engaged readers through concept-oriented instruction. The Reading Teacher, 47, 338-340. Gaskins, I. W., Guthrie, J. T., Satlow, E., Ostertag, J., Six, L., Byrne, J., & Conner, B.(1994). Integrating instruction of science and reading/writing, processes: Goals, assessments, and teacher development. Journal of Research in Science Teaching, 31, 1039-1056. Sweet, A. P., & Guthrie, J. T. (1996). How children's motivations relate to literacy development and instruction. The Reading Teacher, 49, 660-675. 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. Sweet, A. P., Guthrie, J. T. & Ng, M. (1998). Teacher perceptions and student reading motivation. Journal of Educational Psychology, 90(2), 210-224. Ng, M. M, & Guthrie, J. T. Van Meter, P., McCann, A, Also, S. (1998). How classroom characteristics influence intrinsic motivations for literacy. Reading Psychology, 19(4), 319-398. Alao, S., & Guthrie, J. T. (1999). Predicting conceptual understanding with cognitive and motivational variables. Journal of Educational Research, 92(4), 243-253. Cox, K. E., Guthrie, J. T. (2001). Motivational and cognitive contributions to students' amount of reading. Contemporary Educational Psychology, 26(1), 116-131. Azevedo, R., Guthrie, J. T., & Seibert, D. (2004). The role of self-regulated learning in fostering students’ conceptual understanding of complex systems with hypermedia. Journal of Educational Computing Research, 30(1), 85-109. 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(2), 162-186. 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(6), 299-309. 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. Taboada, A., & Guthrie, J. T. (2006). Contributions of student questioning and prior knowledge to construction of knowledge from reading information text. Journal of Literacy Research, 38, 1-35. Lutz, S. L., Guthrie, J. T., & Davis, M. H. (2006). Scaffolding for engagement in elementary school reading instruction. Journal of Educational Research, 100, 3-20. Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal of Educational Psychology, 100, 310-321. 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. Coddington, C. S., & Guthrie, J. T. (2009). Teacher and student perceptions of boys’ and girls’ reading motivation. Reading Psychology, 30, 225-249. Taboada, A., Tonks, S., Wigfield, A., & Guthrie, J. T. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading & Writing Quarterly, 22, 85-106. Ho, A. N., & Guthrie, J. T. (in press). Patterns of association among multiple motivations and aspects of achievement in reading. Reading Psychology. Chapters Guthrie, J. T. (1972). Review of the SRA achievement series: Reading. In O. I. Buros (Ed.), Seventh mental measurement yearbook. Highland Park, NJ: Gryphon. Guthrie, J. T. (1977). Reading comprehension processes and instruction. In J. T. Guthrie (Ed.), Cognition, curriculum, and comprehension. Newark, DE: International Reading Association. Guthrie, J. T. (1978). Critique: Information processing: A model or myth. In F. B. Murray & J. J. Pikulski (Eds.), The acquisition of reading. Baltimore: University Park. Guthrie, J. T. (1978). Principles of instruction: A critique of Johnson's remedial approaches to dyslexia. In A. L. Benton & D. Pearl (Eds.), Dyslexia: An appraisal of current knowledge. New York: Oxford University. Guthrie, J. T. & Seifert, M. (1978). Education for children with reading disabilities. In H. R. Myklebust (Vol. Ed.), Progress in learning disabilities, Vol. 4. New York: Grune & Stratton. Guthrie, J. T. (1979). Review of analysis of readiness skills. In O. K. Buros (Ed.), Eighth mental measurements yearbook. Highland Park, NJ: Gryphon Press. Guthrie, J. T. (1979). Review of ASK: Analysis of skills: Reading. In O. K. Buros (Ed.), Eighth mental measurements yearbook. Highland Park, NJ: Gryphon Press. Guthrie, J. T., Martuza, V. & Seifert, M. (1979). Impacts of instructional time in reading. In L. B. Resnick & P. A. Weaver (Eds.), Theory and practice early reading: Vol 3. Hillsdale, NJ: Erlbaum. Guthrie, J. T. (1982). Aims and features of text. In W. Otto & S. White (Eds.), Reading expository materials. New York: Academic Press. Guthrie, J. T. (1985). Reading activities of children and adults. In J. Mei (Ed.), Reading in China. New York: National Committee on U.S.-China Relations. Guthrie, J. T. (1985). Story comprehension and fables. In H. Singer & R. Ruddell (Eds.), Theoretical models and processes of reading (3rd ed.). Newark, DE: International Reading Association. Guthrie, J. T. (1986). Policy development in reading education: Implications of naturalistic studies. In D. Bloome (Ed.), Literacy and schooling. Norwood, NJ: Ablex. Guthrie, J. T. (1987). Themes and progressions in research on English. In J. Squire, (Ed.), The dynamics of language learning. Urbana, IL: National Conference on Research in English. Guthrie, J. T., Seifert, M., & Kline, L. W. (1987). Clues from research on programs for poor readers. In S. J. Samuels (Ed.), What research has to say about reading instruction. Newark, DE: International Reading Association. Guthrie, J. T. & Dreher, J. (1990). Literacy as search: Explorations via computer. In D. Nix & D. R. Spiro (Eds.), Cognition, education and multimedia: Exploring ideas in high technology. Hillsdale, NJ: Erlbaum. Guthrie, J. T. & Greaney, V. (1991). Literacy acts. In R. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson, (Eds.), Handbook of Reading Research II. New York: Longman. Guthrie, J. T., & Pressley, M. (1992). Reading as cognition and the mediation of experience. In J. Dreher & W. Slater (Eds.), Elementary school literacy: Critical issues. Norwood, MA: Christopher Gordon. Alvermann, D., & Guthrie, J. T. (1994). The National Reading Research Center. In A. Sweet & J. I. Anderson (Eds.), Reading research into the year 2000. Hillsdale, NJ: Erlbaum. Guthrie, J. T., McGough, K., Bennett, L., & Rice, M. E. (1996). Concept-oriented reading instruction: An integrated curriculum to develop motivations and strategies for reading. In L. Baker, P. Afflerbach, & D. Reinking (Eds.), Developing engaged readers in school and home communities (pp. 165-190). Hillsdale, NJ: Erlbaum. Guthrie, J. T., & McCann, A. D. (1996). Idea circles: Peer collaborations for conceptual learning. In L. Gambrell & J. Almasi, (Eds.), Lively discussions! (pp. 87-105). Newark, DE: International Reading Association. Guthrie, J. T., & McCann, A. D. (1997). Characteristics of classrooms that promote motivations and strategies for learning. In J. T. Guthrie & A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 128-148). Newark, DE: International Reading Association. Guthrie, J. T., & Wigfield, A. (1997). Reading engagement: A rationale for theory and teaching. In J. T. Guthrie & A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 1-13). Newark, DE: International Reading Association. Guthrie, J. T., & Cox, K. (1998). Portrait of an engaging classroom: Principles of Concept-Oriented Reading Instruction for diverse students. In K. Harris (Ed.), Teaching every child every day: Learning in diverse schools and classrooms (pp. 70-130). Cambridge, MA: Brookline Books. Guthrie, J. T., McCann, A., Hynd, C., & Stahl, S. (1998). Classroom contexts promoting literacy engagement. In J. Flood, S. B. Heath, & D. Lapp (Eds.), Handbook for literacy educators. New York: MacMillen. Guthrie, J. T., & Metsala, J. L. (1999). Literacy in the United States of America. In D. A. Wagner, R. L. Venezky, & B. V. Street (Eds.), Literacy: An international handbook. (pp. 381- 385). Boulder, CO: Westview Press. Guthrie, J. T. (1999). The young reader as a self-extending system: Motivational and cognitive underpinnings. In J. Gaffney & B. Askew (Eds.), Stirring the waters: The influence of Marie Clay, Portsmouth, NH: Heinemann, Inc. Guthrie, J. T., & Wigfield, A. (2000) Engagement and motivation in reading. In M. L. Kamil & P. B. Mosenthal (Eds.), Handbook of reading research, Vol. III. (pp. 403-422). Mahwah, NJ: Erlbaum. Guthrie, J. T., Cox, K. E., Knowles, K. T., Buehl, M., Mazzoni, S. & Fasculo, L. (2000). Building toward coherent instruction. In L. Baker, M. J. Dreher, & J. T. Guthrie (Eds.), Engaging young readers (pp.209-237). New York: Guilford. Guthrie, J. T., Dreher, M. J., & Baker, L. (2000). Why teacher engagement is important to student achievement. In L. Baker, M. J. Dreher, & J.T. Guthrie (Eds.), Engaging young readers (pp.309-320). New York: Guilford. Baker, L., Dreher, M. J., & Guthrie, J. T. (2000). Why teachers should promote reading engagement. In L. Baker, M. J. Dreher, & J.T. Guthrie (Eds.), Engaging young readers (pp.1-16). New York: Guilford. Guthrie, J. T., Knowles, K. T. (2001). Literacy and motivation: Reading engagement in individuals and groups. In L. Verhoeven & C. Snow (Eds), Promoting reading motivation (pp. 159-176). Mahwah, NJ: Erlbaum. Guthrie, J. T., & Ozgungor, S. (2002). Instructional contexts for reading engagement. In C. Collins Block & M. Pressley (Eds.), Comprehension Instruction: Research Based Best Practices (pp 275-288). New York: Guilford. Guthrie, J. T. (2002). Preparing students for high-stakes test taking in reading. (p. 370-391). In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say about reading instruction. Newark, DE: International Reading Association. Guthrie, J. T. (2002). Motivation and Engagement in Reading Instruction. In M. Kamil, J. Manning, & H. Walberg (Eds.), Successful reading instruction, (pp137-54). Greenwich, CT: Information Age Publishing. Cox, K. E., & Guthrie, J. (2002). Concept instruction with text. In B. J. Guzzetti (Ed.), Literacy in America: An encyclopedia of history, theory, and practice. Santa Barbara, CA: ABC-CLIO, Inc. 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. New York: Guilford. Guthrie, J. T. (2004). Classroom contexts for engaged reading: An overview. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.) Motivating reading comprehension: Concept-Oriented Reading Instruction, (pp. 1-24). Mahwah, NJ: Erlbaum. Guthrie, J. T. (2004). Differentiating instruction for struggling readers within the CORI classroom. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.), Motivating reading comprehension: Concept-Oriented Reading Instruction, (pp. 173-193). Mahwah, NJ: Erlbaum. Guthrie, J. T. (2004). Teaching for literacy engagement. Journal of Literacy Research, 36, (pp. 1-30). Available via UM libraries' catalog. Guthrie, J. T., Wigfield, A., & Perencevich, K. C. (2004). Scaffolding for motivation and engagement in reading. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.) Motivating reading comprehension: Concept-Oriented Reading Instruction, (pp. 55-86). Mahwah, NJ: Erlbaum. Guthrie, J. T., & Taboada, A. (2004). Fostering the cognitive strategies of reading comprehension. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.), Motivating reading comprehension: Concept-Oriented Reading Instruction, (pp. 87-112). Mahwah, NJ: Erlbaum. Guthrie, J. T., & Scafiddi, N. T. (2004). Reading comprehension for information text: Theoretical meanings, developmental patterns, and benchmarks for instruction. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.), Motivating reading comprehension: Concept-Oriented Reading Instruction, (pp. 225-248). Mahwah, NJ: Erlbaum. Taboada, A., & Guthrie, J. T. (2004). Growth of cognitive strategies for reading comprehension. In J. T. Guthrie, A. Wigfield, & K. C. Perencevich (Eds.), Motivating reading comprehension: Concept-Oriented Reading Instruction, (pp. 273-306). 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. & 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., 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. 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. 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. 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. 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., & 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. Swan, E. A., Coddington, C. S., & Guthrie, J. T. (2010). Engaged silent reading. In E. H. Hiebert & D. R. Reutzel (Eds.), Revisiting silent reading (pp. 95-111). Newark, DE: International Reading Association. Guthrie, J. T., & McRae, A. (2011). Reading engagement among African American and European American students. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about reading instruction (4th ed.). Newark, DE: International Reading Association. Guthrie has also written numerous columns for the Journal of Reading, and The Reading Teacher, as well as Research Reports for the National Reading Research Center. Resources Baker, L., Dreher, M.J., & Guthrie, J.T. (Eds.) (2000). Engaging young readers: Promoting achievement and motivation. New York: The Guilford Press. College of Education (2006). New endowed professorship in literacy established at the college of education. Retrieved November 11, 2012 from University of Maryland, College of Education Web site: http://www.education.umd.edu/news/news2006/wnr0611.CollFirstEndProf.html Department of Human Development (2007). John T. Guthrie, Professor Emeritus. Retrieved November 10, 2012 from University of Maryland, Department of Human Development Web site: http://www.education.umd.edu/EDHD/faculty_guthrie.j.php Guthrie, J.T. (2011). Curriculum Vitae. Retrieved November 10, 2012 from University of Maryland College of Education Web site: http://www.education.umd.edu/EDHD/pdfs/johnguthrie_vita.pdf 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.