Reading Comprehension
Concept-Oriented Reading Instruction
Appropriate Grade Level: Third Grade
Procedures/Steps:
This strategy focuses on reading comprehension as gained through reading engagement. It has
five major focuses or procedures:
1. Using content goals for reading instruction: Using content goals gives the children a
purpose for using the strategies they are being taught. Using these goals consists of
implementing a conceptual theme or unit as a focus to facilitate motivation and interest
and use of their learned strategies in a more meaningful way.
2. Giving choice: Giving choice during reading comprehension allows students to pick
from developmentally appropriate and productive texts and activities. These choices
must be student-tailored so that needs are met, such as allowing the choice to be what
topic within a range of topics to study, or which book out of a variety of appropriate texts
to focus on. It is sometimes effective to give “team-choices” because teamwork can
facilitate interest and motivation, which leads to better comprehension.
3. Using Hands-on Activities: Students are encouraged to explore and observe. Allow
many activities to be available that reach all modalities. Science experiments, objectoriented projects, physical practice, movement, etc… This allows the students to have
deep, personal knowledge of the topic, and fosters true interest in what is being learned.
Students truly benefit from being a part of their learning.
4. Using Interesting Texts: Using a variety of texts that are interesting and stimulating is
the fourth tier in CORI. Attractiveness contributes to the interest of a text, as well as
including opportunities to further learning in any variety of ways, such as further
questioning or hands-on activities.
5. Organizing Collaboration for Learning from Text: This final and crucial piece of the
CORI model encourages comprehension through group exploration. Allow the sharing of
questions and information learned. Facilitate meaningful discussion between group
members to ensure that comprehension is being achieved. The more ways a student
encounters, describes, or questions what is being learned, the better the student will be
able to retain that knowledge.
Comments and/or tips:
Though this strategy may sound “obvious” it provides a framework for the classroom. We all
know it is important to foster comprehension and this strategy shows us a variety of ways to allow
students to encounter information. Remember to be creative and to accommodate each child’s
needs.
Source:
Guthrie, J., Wigfield, A., Perencevich, P., Taboada, K., Davis, A., Scafiddi, H., Tonks, N.,
Stephen, 2004. Increasing reading comprehension and engagement through conceptoriented instruction. Journal of Educational Psychology, v.96, n.3, 403-423.