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Effects of instructional context on intrinsic and extrinsic motivation have been examined with a variety of studies. This quasi experiment compared students receiving an instructional intervention designed to increase intrinsic motivation with students receiving traditional instruction. Concept-oriented r ading instruction (CORI) integrated reading and language arts with science inquiry. It emphasized learning goals, real-world interaction (hands-on science activities), competence support (strategy instruction), autonomy support (self-directed learning), and collaboration. Traditional c assrooms had the same content objectives and comparable teachers but different pedagogy. Children in CORI classrooms scored higher on motivation than did children in traditional classrooms, with effect sizes of 1.94 for curiosity and 1.71 for strategy use. Grade-level differences were found for recognition a d competition. The results show that classroom contexts can be constructed to influence motivational outcomes positively. In the present study, we focused on ways that intrinsic reading motivation can be enhanced through the implementation f a reading instructional program. Researchers have distinguished be-tween intrinsic motivation, which refers to being motivated to do an activity for its own sake and out of interest and curiosity, and
Guthrie et al. (Thu,) studied this question.