Alexander, P. A. (1997). Mapping the multidimensional nature of domain learning: The interplay of cognitive, motivational, and strategic forces. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 213-250). Greenwich, CT: JAI.
Alexander, P. A., Graham, S., & Harris, K. R. (1998). A perspective on strategy research: Progress and prospects. Educational Psychology Review, 10(2), 129-154. doi:10.1023/A:1022185502996 Alexander, P. A., Schallert, D. L., & Hare, V. C. (1991). Coming to terms: How researchers in
learning and literacy talk about knowledge. Review of Educational Research, 61(3), 315-343.
doi:10.3102/00346543061003315
Allen, S. (2003). An analytic comparison of three models of reading strategy instruction.
International Review of Applied Linguistics in Language Teaching, 41(4), 319-338. doi:10.
1515/iral.2003.015
Almasi, J. F. (1996). A new view of discussion. In L. B. Gambrell & J. F. Almasi (Eds.), Lively discussions! Fostering engaged reading (pp. 2-24). Newark, DE: International Reading
122 CORI 融入社會領域閱讀 陳海泓
Association. doi:10.5860/CHOICE.34-5812
Anderson, R. C. (1994). Role of the reader’s schema in comprehension, learning, and memory. In R.
B. Ruddell & H. Singer (Eds.), Theoretical models and processes of reading (pp. 469-482).
Newark, DE: International Reading Association.
Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (pp.
255-291). New York, NY: Longman.
Armbruster, B. B., & Armstrong, J. O. (1993). Locating information in text: A focus on children in the elementary grades. Contemporary Educational Psychology, 18(2), 139-161. doi:10.1006/
ceps.1993.1015
Ausubel, D. P., Novak, J. D., & Hanesian, H. (1978). Educational psychology: A cognitive view (2nd ed.). New York, NY: Holt, Rinehart & Winston.
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, NY:
Longman.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148. doi:10.1207/s15326985ep2802_3
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 117(3), 497-529. doi:10.1037//
0033-2909.117.3.497
Benware, C. A., & Deci, E. L. (1984). Quality of learning with an active versus passive motivational set. American Educational Research Journal, 21(4), 755- 765. doi:10.3102/00028312021004755 Boekaerts, M., & Minnaert, A. (2006). Affective and motivational outcomes of working in
collaborative groups. Educational Psychology, 26(2), 187-208. doi:10.1080/014434105003442 17
Bråten, I., & Samuelstuen, M. S. (2004). Does the influence of reading purpose on reports of strategic text processing depend on students’ topic knowledge? Journal of Educational Psychology, 96(2), 324-336. doi:10.1037/0022-0663.96.2.324
Buhs, E. S., Ladd, G. W., & Herald, S. L. (2006). Peer exclusion and victimization: Processes that mediate the relation between peer group rejection and children’s classroom engagement and achievement? Journal of Educational Psychology, 98(1), 1-13. doi:10.1037/0022-0663.98.1.1 Coddington, C. S., & Guthrie, J. T. (2009). Teacher and student perceptions of boys’ and girls’
reading motivation. Reading Psychology, 30(3), 225-249. doi:10.1080/02702710802275371
陳海泓 CORI 融入社會領域閱讀 123
Collins-Block, C. (1993). Strategy instruction in a literature-based reading program. The Elementary School Journal, 94(2), 139-151. doi:10.1086/461756
Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Self-processes and development: The Minnesota symposia on child development (Vol. 23, pp. 43-78). Hillsdale, NJ:
Lawrence Erlbaum Associates.
Cromley, J. G., & Azevedo, R. (2007). Testing and refining the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 99(2), 311-325. doi:10.
1037/0022-0663.99.2.311
Deci, E. L. (1975). Intrinsic motivation. New York, NY: Plenum. doi:10.1007/978-1-4613-4446-9_3 Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior.
New York, NY: Plenum Press.
Deci, E. L., & Ryan, R. M. (1992). The initiation and regulation of intrinsically motivated learning and achievement. In A. K. Boggiano & T. S. Pittman (Eds.), Achievement and motivation: A social developmental perspective (pp. 3-36). New York, NY: Cambridge University Press.
Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D. (1991). Moving from the old to the new:
Research on reading comprehension instruction. Review of Educational Research, 61(2), 239-264. doi:10.3102/00346543061002239
Fox, E. (2009). The role of reader characteristics in processing and learning from informational text.
Review of Educational Research, 79(1), 197-261. doi:10.3102/0034654308324654
Gagné, R. (1985). The conditions of learning (4th ed.). New York, NY: Holt, Rinehart & Winston.
Glynn, S. M. (2004). Connect concepts with questions and analogies. In T. R. Koballa, Jr. & D. J.
Tippins (Eds.), Cases in middle and secondary science education (2nd ed., pp. 136-142). Upper Saddle River, NJ: Pearson Education.
Glynn, S. M., & Duit, R. (1995). Learning science meaningfully: Constructing conceptual models. In S. M. Glynn & R. Duit (Eds.), Learning science in the schools: Research reforming practice (pp. 3-33). Mahwah, NJ: Lawrence Erlbaum Associates.
Graesser, A. C. (2007). An introduction to strategic reading comprehension. In D. S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 3-26).
Mahwah, NJ: Lawrence Erlbaum Associates.
Graesser, A. C., Golding, J. M., & Long, D. L. (1991). Narrative representation and comprehension.
In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research, (Vol. II, pp. 171-205). White Plains, NY: Longman.
124 CORI 融入社會領域閱讀 陳海泓
Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101(3), 371-395. doi:10.1037/0033-295X.101.3.371 Guthrie, J. T. (2003). Concept-oriented reading instruction: Practices of teaching reading for
understanding. In A. P. Sweet & C. E. Snow (Eds.), Rethinking reading comprehension (pp.
115-140). New York, NY: Guilford Press.
Guthrie, J. T. (2012). What is CORI? Retrieved from http://www.cori.umd.edu/what-is-cori/
Guthrie, J. T., & Anderson, E. (1999). Engagement in reading: Processes of motivated, strategic, knowledgeable, social readers. In J. T. Guthrie & D. E. Alvermann (Eds.), Engaged reading:
Processes, practices, and policy implications (pp. 17- 45). New York, NY: Teachers College Press.
Guthrie, J. T., Anderson, E., Alao, S., & Rinehart, J. (1999). Influences of concept-oriented reading instruction on strategy use and conceptual learning from text. The Elementary School Journal, 99(4), 343-366. doi:10.1086/461929
Guthrie, J. T., Bennett, L., & Faibisch, F. M. (1996). Growth of literacy engagement: Change in motivation and strategies during concept-oriented reading instruction. Retrieved from ERIC database. (ED395280)
Guthrie, J. T., Cambria, J., & Wigfield, A. (2011). Motivations for Reading Information Books School Questionnaire (MRIB-S) and Motivations for Reading Information Books Nonschool Questionnaire (MRIB-N). Retrieved from http://www.cori.umd.edu/measures/MRIB-S.pdf 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., McCann, A., Hynd, C., & Stahl, S. (1997). Classroom contexts promoting literacy engagement. In J. Flood, S. B. Heath, & D. Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts (pp. 753-762). New York, NY: Macmillan.
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(3), 195-214. doi:10.1177/0022219 408331039
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
陳海泓 CORI 融入社會領域閱讀 125
Guthrie, J. T., Schafer, W. D., 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. doi:10.2307/747742
Guthrie, J. T., Van Meter, P., Hancock, G. R., Alao, S., Anderson, E., & McCann, A. (1998). Does concept-oriented reading instruction increase strategy use and conceptual learning from text?
Journal of Educational Psychology, 90(2), 261-278. doi:10.1037/0022-0663.90.2.261
Guthrie, J. T., Van Meter, P., McCann, A., Anderson, E., & Alao, S. (1996). Does concept-oriented reading instruction increase motivation, strategies, and conceptual learning? Retrieved from ERIC database. (ED400523) doi:10.1037/0022-0663.90.2.261
Guthrie, J. T., Weber, S., & Kimmerly, N. (1993). Searching documents: Cognitive processes and deficits in understanding graphs, tables, and illustrations. Contemporary Educational Psychology, 18(2), 186-221. doi:10.1006/ceps.1993.1017
Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B.
Mosenthal, P. D. Pearson, & R. Barr (Eds.), Reading research handbook (Vol. III, pp. 403-424).
Mahwah, NJ: Lawrence Erlbaum Associates.
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:10.1037/0022-0663.96.3.
403
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(4), 232-246. doi:10.3200/JOER.99.4.232-246
Guthrie, J. T., Wigfield, A., & Perencevich, K. C. (Eds.). (2004). Motivating reading comprehension:
Concept-oriented reading instruction. Mahwah, NJ: Lawrence Erlbaum Associates.
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. doi:10.1037/
0022-0663.92.2.331
Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individual learning (5th ed.). Boston, MA: Allyn & Bacon.
Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95(2), 163-182. doi:10.1037/0033-295X.95.2.163
Lutz, S. L., Guthrie, J. T., & Davis, M. H. (2006). Scaffolding for engagement in elementary school reading instruction. The Journal of Educational Research, 100(1), 3-20. doi:10.3200/JOER.100.
126 CORI 融入社會領域閱讀 陳海泓
1.3-20
Malone, T., & Lepper, M. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning, and instruction: Cognitive and affective process analyses (Vol. 3, pp. 223-253). Hillsdale, NJ: Lawrence Erlbaum Associates.
McRae, A., & Guthrie, J. T. (2008). Teacher practices that impact reading motivation. Retrieved from http://www.readingrockets.org/article/35746/
Morrow, L. M., Pressley, M., & Smith, J. K. (1995). The effect of a literature-based program integrated into literacy and science instruction on achievement, use, and attitudes toward literacy and science (Reading Research Report No. 37). Athens, GA: National Reading Research Center.
Mullis, I. V. S., Martin, M. O., Kennedy, A. M., & Foy, P. (2007). PIRLS 2006 international report.
Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
Murphy, P. K., Wilkinson, I. A. G., Soter, A. O., Hennessey, M. N., & Alexander, J. F. (2009).
Examining the effects of classroom discussion on students’ comprehension of text: A meta-analysis. Journal of Educational Psychology, 101(3), 740-764. doi:10.1037/a0015576 National Institute of Child Health and Human Development. (2000). Report of the National Reading
Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4757). Washington, DC: U.S. Government Printing Office.
Nokes, J. D., & Dole, J. A. (2004). Helping adolescent readers through explicit strategy instruction.
In T. L. Jetton & J. A. Dole (Eds.), Adolescent literacy research and practice (pp. 162-182).
New York, NY: The Guilford Press.
Novak, J. D., & Gowin, D. B. (1984). Learning how to learn. London, UK: Cambridge University Press.
Organisation for Economic Co-operation and Development. (2009). PISA 2009 assessment framework: Key competencies in reading, mathematics and science. Retrieved from http://www.
oecd.org/dataoecd/11/40/44455820.pdf
Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175. doi:10.1207/
s1532690xci0102_1
Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40. doi:10.
1037/0022-0663.82.1.33
陳海泓 CORI 融入社會領域閱讀 127
Pressley, M., El-Dinary, P. B., Gaskins, I., Schuder, T., Bergman, J. L., Almasi, J., & Brown, R.
(1992). Beyond direct explanation: Transactional instruction of reading comprehension strategies. Elementary School Journal, 92(5), 513-555. doi:10.1086/461705
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in social context. New York, NY: Oxford University Press.
Savage, T. V., & Armstrong, D. G. (2008). Effective teaching in elementary social studies (6th ed.).
Columbus, OH: Upper Saddle River.
Schunk, D. H. (1996). Goal and self-evaluative influences during children’s cognitive skill learning.
American Educational Research Journal, 33(2), 359-382. doi:10.3102/00028312033002359 Schunk, D. H., Hanson, A. R., & Cox, P. D. (1987). Peer-model attributes and children’s
achievement behaviors. Journal of Educational Psychology, 79(1), 54-61. doi:10.1037/0022- 0663.79.1.54
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and students engagement across the school year. Journal of Educational Psychology, 85(4), 571-581. doi:10.1037//0022-0663.85.4.571
Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21(1), 43-69. doi:10.1006/ceps.1996.
0004
Slavin, R. E., Cheung, A., Groff, C., & Lake, C. (2008). Effective reading programs for middle and high schools: A best-evidence synthesis. Reading Research Quarterly, 43(3), 290-322. doi:10.
1598/RRQ.43.3.4
Swan, E. A. (2003). Concept-oriented reading instruction: Engaging classrooms, lifelong learners.
New York, NY: The Guilford Press.
Sweet, A. P. (1997). A national policy perspective on research intersections between literacy and the visual/communicative arts. In J. Flood, S. B. Heath, & D. Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts (pp. 264-285). New York, NY:
Macmillan.
Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Walmsley, A., & Muniz, J. (2003). Cooperative learning and its effects in a high school geometry classroom. The Mathematics Teacher, 96(2), 112-117.
Weinstein, C. E., & Mayer, R. E. (1986). The teaching of learning strategies. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 315-327). New York, NY: Macmillan.
Wigfield, A. (1997). Children’s motivations for reading and reading engagement. In J. T. Guthrie &
128 CORI 融入社會領域閱讀 陳海泓
A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction (pp.
14-33). Newark, DE: International Reading Association.
Wigfield, A., & Guthrie, J. T. (1995). Dimensions of children’s motivations for reading: An initial study (Research Rep. No. 34). Athens, GA: National Reading Research Center.
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(3), 420-432. doi:10.1037/
0022-0663.89.3.420
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. doi:10.3200/JOER.97.6.299-310
Williamson, R. A. (1996). Self-questioning: An aid to metacognition. Reading Horizons, 37(1), 30-47.
陳海泓 CORI 融入社會領域閱讀 129
Journal of Research in Education Sciences 2015, 60(1), 99-129
doi:10.6209/JORIES.2015.60(1).04