PRINCIPLES OF INTEGRATED INSTRUCTION FOR ENGAGEMENT IN READING

Our purpose in this article is to propose a set of design principles t o serve as a structural framework for enhancing engagement in reading. We provide a rationale for our emphasis on engagement, which we belie ve is an important aim of reading instruction. We discuss the sources of the proposed design principles. These design principles consist of a set of features of the classroom context including: conceptual theme s, real-world interactions, self-direction, interesting texts, social collaboration, self-expression, cognitive strategy instruction, time f or engaged reading, and coherence. We present empirical support from t he educational psychology literature for each principle. For illustrat ion, we provide a brief depiction of each principle functioning within a framework of Concept-Oriented Reading Instruction (CORI). We emphas ize that each principle is dependent on several others, and we describ e how the functioning of each principle is contingent on the occurrenc e of several affiliated principles in the vignettes of CORI.