Room: 3304 Benjamin Building
Phone: (301) 405-8036
John Guthrie (Ph.D., University of Illinois)
Human Development and Quantitative Methodology (HDQM)
_______________________________________________Research Interests | Bio | Publications | Curriculum Vitae |
cognitive and motivational aspects of reading and learning; psychology of learning and instruction in classroom contexts
John T. Guthrie, Ph.D., is the Jean Mullan Professor of Literacy Emeritus in Department of Human Development and Quantitative Methodology at the University of Maryland at College Park. He received his Ph.D. in Educational Psychology from the University of Illinois in 1968. After being a faculty member at The Johns Hopkins University, he became Research Director at the International Reading Association from 1974-1984.
At the University of Maryland, from 1992 to 1997, he was co-director of the National Reading Research Center, funded by the U.S. Department of Education. Dr. Guthrie focused his work on classroom research in motivation and contexts for developing reading engagement, which was summarized in the 1999 book Engaged Reading: Processes, Practices, and Policy Implications, and Engaging Young Readers: Promoting Achievement and Motivation, co-edited with Linda Baker and Mariam Jean Dreher in 2000. From 2007-2012, he was Principal Investigator of a 5-year grant from the National Institute of Child Health and Human Development (NICHD) to investigate adolescent reading, focusing on Grade 7 students in a district-wide study. Two books were published as a result of the research from this grant: Engaging Adolescents in Reading (2008), which Dr. Guthrie co-authored with former students, and Adolescent Engagement in Academic Literacy (2012), which is available online at www.corilearning.com
Dr. Guthrie has contributed to such volumes as Handbook of Reading Research (2000), Comprehension Instruction: Research Based Best Practices (2002), What Research Has to Say About Reading Instruction (2002), and Reading Comprehension: The RAND Report for Education (2003). He is a frequent contributor to the peer-reviewed journals of Reading Research Quarterly, and the Journal of Educational Psychology and serves on the editorial board for them. Dr. Guthrie is the recipient of the Oscar Causey Award for Outstanding Reading Research and is a member of the International Reading Association Hall of Fame. In 2004, he received the University of Maryland Regent’s Faculty Award for research/scholarship/creative activity.
In 2011, he was elected to the National Academy of Education addresses research to national policy. In 2012, he was appointed to the Literacy Research Panel of the International Reading Association that investigates literacy policy.
(For more complete information about Dr. Guthrie’s research: www.corilearning.com)
Books and Edited Volumes
Guthrie, J. T., Wigfield, A., & Perencevich, K. C. (Eds.). (2004). Motivating reading comprehension: Concept-Oriented Reading Instruction. Mahwah, NJ: Erlbaum.
Guthrie, J. T. (2008). Engaging adolescents in reading. Thousand Oaks, CA: Corwin Press.
Guthrie, J. T., Wigfield, A., & Klauda, S. L. (Eds.) (2012). Adolescents’ engagement in academic literacy, http://www.corilearning.com/research-publications/2012_adolescents_engagement_ebook.pdf
Peer-reviewed Journal Articles
Guthrie, J. T., Ho, A. N., & Klauda, S. L. (in press). Modeling the relationships among reading instruction, motivation, engagement, and achievement for adolescents. Reading Research Quarterly.
Ho, A. N., & Guthrie, J. T. (in press). Patterns of association among multiple motivations and aspects of achievement in reading. Reading Psychology.
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, 195-214.
Taboada, A., Tonks, S., Wigfield, A., & Guthrie, J. T. (2009). Effects of motivational
and cognitive variables on reading comprehension. Reading & Writing Quarterly, 22, 85-106.
Guthrie, J. T., Coddington, C. S., & Wigfield, A. (2009). Profiles of reading motivation among African American and Caucasian students. Journal of Literacy Research, 41, 317-353.
Guthrie, J. T., Wigfield, A., & You, W. (2012). Instructional contexts for engagement and achievement in reading. In S. Christensen, A. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 601-634). New York: Springer Science.
Guthrie, J. T., & McRae, A. (2011). Reading engagement among African American and European American students. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about reading instruction (4th ed.). Newark, DE: International Reading Association.
Wigfield, A., & Guthrie, J. T. (2010). The impact of Concept-Oriented Reading Instruction on students’ reading motivation, reading engagement, and reading comprehension. In J. L. Meece & J. S. Eccles (Eds.). Handbook of research on schools, schooling, and human development (pp. 463-477). Mahwah, NJ: Erlbaum.
Guthrie, J. T., & Coddington, C. S. (2009). Reading motivation. In K. Wentzel & A. Wigfield, (Eds.), Handbook of motivation at school (pp. 503-525). New York: Routledge.Guthrie, J. T., Rueda, R. S., Gambrell, L. B., & Morrison, D. A. (2009). Roles of engagement, valuing, and identification in reading development of students from diverse backgrounds. In L. Morrow & R. S. Rueda, (Eds), Handbook of reading and literacy among students from diverse backgrounds (pp. 195-215). New York: Guilford Press.