 | This article may contain an excessive amount of intricate detail that may interest only a particular audience.(January 2013) |
John T. Guthrie is a researcher and scholar in the area of student motivation as it relates to literacy.
| This article may contain an excessive amount of intricate detail that may interest only a particular audience.(January 2013) |
John T. Guthrie is a researcher and scholar in the area of student motivation as it relates to literacy.
Guthrie received his bachelor's degree in psychology from Earlham College in 1964. He earned both his master's and 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 to 1968. [1]
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 from 1968 to 1970, after which he moved into the role of assistant professor of pediatrics at Johns Hopkins until 1974. [1]
His stint at Johns Hopkins was followed by a decade (1974–1984) as the director of research for the International Reading Association (IRA). During this time, he also held an adjunct position at the University of Delaware. [1]
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. [1]
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. [1] While at the University of Maryland, Guthrie was named the first Jean Mullan Professor of Literacy for 2006–2007. [2]
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. [3]
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. [4] His research indicates greater gains in motivation, engagement, and reading achievement for students exposed to the CORI framework as opposed to control groups. [2]
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.” [4]
Phonics is a method for teaching people how to read and write an alphabetic language. It is done by demonstrating the relationship between the sounds of the spoken language (phonemes), and the letters or groups of letters (graphemes) or syllables of the written language. In English, this is also known as the alphabetic principle or the Alphabetic code.
This is an index of education articles.
Patricia A. Alexander is an educational psychologist who has conducted notable research on the role of individual difference, strategic processing, and interest in students' learning. She is currently a university distinguished professor, Jean Mullan Professor of Literacy, and Distinguished Scholar/Teacher in the Department of Human Development and Quantitative Methodology in the College of Education at the University of Maryland and a visiting professor at the University of Auckland, New Zealand.
Peter Freebody is an Australian Honorary Professorial Fellow at the University of Wollongong, Australia. Past appointments included Professorial Research Fellow with the Faculty of Education and Social Work and a core member of the CoCo Research Centre at the University of Sydney in Sydney, Australia. His research and teaching interests include literacy education, classroom interaction and quantitative and qualitative research methods. He has served on numerous Australian State and Commonwealth literacy education and assessment advisory groups. Freebody, with Allan Luke, originated the Four Resources Model of literacy education.
Reading is the process of taking in the sense or meaning of letters, symbols, etc., especially by sight or touch.
The use of comics in education is based on the concept of creating engagement and motivation for students.
Donna Alvermann is an American educator and researcher in the field of Language and Literacy Education whose work focuses on adolescent literacy in and out of school, inclusive of new media and digital literacies. Her most recent research interest involves developing historical-autobiographical methods for uncovering silences in scholarly writing that mask more than they disclose. She is the Omer Clyde and Elizabeth Parr Aderhold Professor in Education in the Mary Frances Early College of Education at the University of Georgia (UGA). She is also a UGA-appointed Distinguished Research Professor in the Department of Language and Literacy Education.
Nell K. Duke is a contemporary educator and literacy researcher with an interest in informational text, early literacy development, and reading comprehension instruction, with an emphasis on children living in poverty. She is currently a professor of language, literacy, and culture and a faculty associate in the combined program in education and psychology at the University of Michigan.
Elfrieda "Freddy" Hiebert is an educational researcher whose work examines literacy, learning, early childhood development, teacher development, writing and children's literature. The main thrust of her work addresses literacy learning among at-risk youth in American classrooms. Currently, she is the CEO and president of TextProject, Inc., an agency that is dedicated to bringing beginning and struggling readers to high levels of literacy through a variety of strategies and tools, particularly through using science and social studies texts, used for reading instruction.
Marcia Invernizzi is an American professor, author, and researcher in the field of Reading Education. At the University of Virginia Curry School of Education, she teaches reading education. As founder of the Book Buddies program, she is known as a leader in early literacy intervention.
George R. Klare was a World War II veteran and a distinguished professor of psychology and dean at Ohio University. His major contribution was in the field of readability. From the beginning of the 20th century, the assessment of the grade level of texts for different grades of readers was a central concern of reading research. It was well known that without correctly graded texts, readers would not improve their reading skill. There were over 1,000 published studies on this topic. Klare's contribution to that effort came both in his critical reviews of the studies and his participation in original research.
Douglas K. Hartman is an American scholar in the field of education. He is a professor of technology & human learning in the College of Education at Michigan State University. He has a joint appointment in the Departments of Educational Psychology & Educational Technology and Teacher Education. His research focuses on the use of digital technologies for human learning in a number of domains.
Concept-Oriented Reading Instruction (CORI) was developed in 1993 by Dr. John T. Guthrie with a team of elementary teachers and graduate students. The project designed and implemented a framework of conceptually oriented reading instruction to improve students' amount and breadth of reading, intrinsic motivations for reading, and strategies of search and comprehension. The framework emphasized five phases of reading instruction in a content domain: observing and personalizing, searching and retrieving, comprehending and integrating, communicating to others, and interacting with peers to construct meaning. CORI instruction was contrasted to experience-based teaching and strategy instruction in terms of its support for motivational and cognitive development.
Jacquelynne Sue Eccles is an American educational psychologist. She is the Distinguished Professor of Education at the University of California, Irvine and formerly the McKeachie/Pintrich Distinguished University Professor of Psychology and Education at the University of Michigan.
Robert Chilton Calfee was an American educational psychologist specializing in the study of reading and writing processes and instruction. He is known for his work on Project Read and the LeapFrog learning system.
Robert J. Tierney is a Professor Emeritus and Dean Emeritus of the Faculty of Education at the University of British Columbia, an Honorary Professor and immediate Past Dean of the Faculty of Education and Social Work at the University of Sydney and a Visiting Scholar at Beijing Normal University. He has served as a member of the Faculties at the Ohio State University, the University of Illinois, University of Arizona, Harvard University and University of California-Berkeley.
Patricia A. Edwards, a member of the Reading Hall of Fame, is a Distinguished Professor of Language and Literacy in the Department of Teacher Education and a Senior University Outreach Fellow at Michigan State University. She is a nationally and internationally recognized expert in parent involvement, home-school-community partnerships, and multicultural, early, and family/intergenerational literacy with a focus on poor and minority children. She served on the International Literacy Association Board of Directors from 1998–2001, as the first African American President of the Literacy Research Association from 2006–2007, and as President of the International Literacy Association from 2010–2011. Edwards also served as a member of the Board of Directors for the American Educational Research Association's (AERA) Family, School, and Community Partnerships Special Interest Group (SIG) from 2014–2016 and was elected to serve as its President-Elect/President from 2016–2020.
Carol McDonald Connor was an educational psychologist known for her research contributions to the field of early literacy development in diverse learners, in particular for work on individualized student instruction interventions and the lattice model of reading development. She held the position of Chancellor's Faculty and Equity Advisor in the School of Education at the University of California, Irvine.
Danielle S. McNamara is an educational researcher known for her theoretical and empirical work with reading comprehension and the development of game-based literacy technologies. She is Professor of Psychology and Senior Research Scientist at Arizona State University. She has previously held positions at University of Memphis, Old Dominion University, and University of Colorado, Boulder.
Timothy Shanahan is an educator, researcher, and education policy-maker focused on literacy education. He is Distinguished Professor Emeritus in Education, at the University of Illinois at Chicago, College of Education, Department of Curriculum & Instruction, and he has held a visiting research appointment at Queens University, Belfast, Northern Ireland. He was elected president of the International Literacy Association in 2004. He operates the popular informational website, Shanahan on Literacy. He was recently recognized as one of the top 2% of scientists in the world, according to a recent study published by Stanford University scholars.
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