CORI students outperformed SI and TI comparison students on standardized reading tests and were rated higher in reading motivation, in quasi-experimental studies with large effect sizes¶

Claim · All claims
Evidence · 1 study (2 entries) · theoretical r3 · q3 · i3 large
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 In Study 2, teachers rated CORI students higher in reading self-efficacy, intrinsic reading motivation, and extrinsic reading motivation than SI teachers rated their students (effect sizes 0.95, 1.29, 1.28). → Linnenbrink-Garcia 2026 q3 i? In Study 1, CORI students reported higher reading motivation, used reading strategies more, and had higher reading comprehension on project-created measures relative to SI students. → Linnenbrink-Garcia 2026 (2)

Evidence¶

Linnenbrink-Garcia 2026¶

Linnenbrink-Garcia, L., Wigfield, A., Cabrera, L., Mouzaoir, S., McKinney, D., Liu, P. P., Marchand, G., Schmidt, J. A., Harris, C. J., & Guthrie, J. (2026). The Case for Multifaceted, Integrative Motivation Interventions Embedded in Classrooms. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10177-w

q3 · i3 · theoretical · r3

Same Study 2 quasi-experimental comparison: teacher ratings favored CORI students over SI students on three motivational measures, "effect sizes 0.95, 1.29, and 1.28, respectively" — substantially above the average effect sizes Lazowski and Hulleman reported.

"teachers rated their students as higher in reading self-efficacy, intrinsic motivation in reading, and extrinsic motivation in reading than did the SI teachers (effect sizes 0.95, 1.29, and 1.28, respectively)."

Linnenbrink-Garcia 2026 (2)¶

Linnenbrink-Garcia, L., Wigfield, A., Cabrera, L., Mouzaoir, S., McKinney, D., Liu, P. P., Marchand, G., Schmidt, J. A., Harris, C. J., & Guthrie, J. (2026). The Case for Multifaceted, Integrative Motivation Interventions Embedded in Classrooms. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10177-w

q3 · i? · theoretical · r3

Quasi-experimental matched group design (Study 1) comparing CORI with SI only. CORI students showed higher reading motivation, greater strategy use, and higher comprehension on project-created measures; no standardized test effect size is printed for this study.

"Results from Study 1 indicated that CORI students reported higher reading motivation, made greater use of the reading strategies, and had higher reading comprehension (on project-created measures) relative to SI students."

Discussion¶

Related Claims¶

• Across 11 CORI studies, mean effect sizes ranged from 0.49 for self-efficacy to 1.20 for intrinsic motivation, generally exceeding average motivation-intervention effects — related
• Self-determination theory holds that autonomy support raises intrinsic motivation, and a meta-analysis finds expected tangible rewards undermine it — related