WWC Summary of Evidence for this Intervention
Concept-Oriented Reading Instruction (CORI)
Concept-Oriented Reading Instruction is a reading comprehension instructional program for grades 3–9 that integrates reading and science through activities and the use of science books during
reading instruction. The program supplements a school’s standard science and reading curricula and offers instruction in reading strategies, scientific concepts, and inquiry skills. Concept-
Oriented Reading Instruction intends to improve reading comprehension and increase reading engagement.
July 2007
As of July 2007, no studies of Concept-Oriented Reading Instruction (CORI) were found that fell within the
scope of the Beginning Reading review protocol and met WWC evidence standards.
Therefore, the WWC is unable to draw any research based conclusions
about the effectiveness or ineffectiveness of Concept-Oriented Reading Instruction (CORI) to improve outcomes in this area.
August 2010
As of August 2010, no studies of Concept-Oriented Reading Instruction (CORI) were found that fell within the
scope of the Adolescent Literacy review protocol and met WWC evidence standards.
Therefore, the WWC is unable to draw any research based conclusions
about the effectiveness or ineffectiveness of Concept-Oriented Reading Instruction (CORI) to improve outcomes in this area.
A group of closely related outcomes.
The number of studies that met WWC design standards and provide evidence of effectiveness. Selecting an item below will display all studies that met WWC design studies in the domain. Selecting a study citation will take you to more information on that study and its findings.
For more, please see the WWC Glossary entry for study rating.
Grades of the students examined in the studies that met WWC design standards, which may not reflect the full range of grades for which the intervention may be used.
The number of students included in the studies that met WWC design standards.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
The indicator represents the highest level of similarity found between your students and each of the high-quality studies of the intervention. Three filled in ovals indicates that at least one study that met standards was conducted on students very similar to yours. Clicking on the indicator for a study will provide information on the similarity for each of the characteristics you selected.