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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.
When read, the sentence seems ungrammatical, makes almost no sense, and often requires rereading so that its meaning may be fully understood after careful parsing. Though these sentences are grammatically correct, such sentences are syntactically non-standard (or incorrect) as evidenced by the need for re-reading and careful parsing.
After founding the Project, Calkins developed methodologies designed to increase the amount of writing in classrooms, such as the use of texts as models for writing. [10] In its early years, the work of the Project was focused primarily on supporting writing instruction, later this focus widened to include reading and support for all components ...
McKitterick was born on 9 January 1948 to the Revd Canon J. H. B. McKitterick and Marjory McKitterick (née Quarterman). He was educated at King's College School, a private school in Wimbledon, London.
In literary criticism, close reading is the careful, sustained interpretation of a brief passage of a text. A close reading emphasizes the single and the particular over the general, via close attention to individual words, the syntax, the order in which the sentences unfold ideas, as well as formal structures. [1]
McKitrick was born in Battle Creek, Michigan.He graduated from Columbia University with a B.A. in 1949, an M.A. in 1951, and a Ph.D. in 1959. He taught at the University of Chicago and at Rutgers University's Douglass College in the 1950s, and Columbia University from 1960 to 1989 before retiring as an emeritus professor of history. [2]
Shared reading is an instructional approach in which the teacher explicitly models the strategies and skills of proficient readers. [ 1 ] In early childhood classrooms, shared reading typically involves a teacher and a large group of children sitting closely together to read and reread carefully selected enlarged texts.
The simple view of reading is that reading is the product of decoding and language comprehension. In this context, “reading” refers to “reading comprehension”, “decoding” is simply recognition of written words [1] and “language comprehension” means understanding language, whether spoken or written.