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Social Sciences and Humanities

D-Index
70
Citations
30583
World Ranking
756
National Ranking
358

Research.com Recognitions

  • 2008 - Fellow of the American Educational Research Association

Overview

John T. Guthrie is affiliated with the University of Maryland, College Park, in the United States. Their research primarily spans the fields of psychology and social sciences, with a notable focus on developmental and educational psychology as well as experimental and cognitive psychology. Additional interests include education, sociology and political science, and information systems and management.

Their work engages several main topics, including:

  • Educational strategies and epistemologies
  • Psychological and educational research studies
  • Online and blended learning
  • Educator training and historical pedagogy
  • Educational assessment and improvement
  • Animal law and welfare

Guthrie has authored and contributed to a variety of research publications. Recent papers include:

  • "Book Review: Jeremy Adler: Johann Wolfgang von Goethe" (2021), published in the Journal of European Studies
  • "Christian Morgenstern: Morgenstern's Magic; Joachim Ringelnatz: Ringelnatz the Rhymer, both translated by Timothy Adès" (2025), published in Translation and Literature

The scholar has frequently collaborated with other researchers, with notable coauthors including Elena Forzani, Donald J. Leu, Yujia Li, Christopher Rhoads, and Betsy McCoach.

Guthrie's work has appeared in prominent publication venues such as:

  • Reading Research Quarterly
  • Literacy Research Theory Method and Practice
  • Journal of European Studies
  • PsycTESTS Dataset
  • Translation and Literature

In recognition of contributions to the field, Guthrie was named a Fellow of the American Educational Research Association in 2008.

Best Publications

  • Increasing Reading Comprehension and Engagement Through Concept-Oriented Reading Instruction

    John T. Guthrie;Allan Wigfield;Pedro Barbosa;Kathleen C. Perencevich

  • Relations of Children's Motivation for Reading to the Amount and Breadth of Their Reading.

    Allan Wigfield;John T. Guthrie

  • Motivational and Cognitive Predictors of Text Comprehension and Reading Amount

    John T. Guthrie;Allan Wigfield;Jamie L. Metsala;Kathleen E. Cox

  • Engagement and Motivation in Reading

    John T. Guthrie;Allan Wigfield

  • Motivating Struggling Readers in Middle School through an Engagement Model of Classroom Practice.

    John T. Guthrie;Marcia H. Davis

  • Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students

    Judy Huei-Yu Wang;John T. Guthrie

  • Children's Motivation for Reading: Domain Specificity and Instructional Influences.

    Allan Wigfield;John T. Guthrie;Stephen Tonks;Kathleen C. Perencevich

  • Effects of Integrated Instruction on Motivation and Strategy Use in Reading

    John T. Guthrie;Allan Wigfield;Claire VonSecker

  • Reading motivation and reading comprehension growth in the later elementary years

    John T. Guthrie;A. Laurel W. Hoa;Allan Wigfield;Stephen M. Tonks

  • Growth of Literacy Engagement: Changes in Motivations and Strategies During Concept‐Oriented Reading Instruction

    John T. Guthrie;Peggy Noel Van Meter;Ann Dacey McCann;Allan Wigfield

  • Influences of Stimulating Tasks on Reading Motivation and Comprehension

    John T. Guthrie;Allan Wigfield;Nicole M. Humenick;Kathleen C. Perencevich

  • Relationships of Three Components of Reading Fluency to Reading Comprehension.

    Susan Lutz Klauda;John T. Guthrie

  • Effects of Motivational and Cognitive Variables on Reading Comprehension.

    Ana Taboada;Stephen M. Tonks;Allan Wigfield;John T. Guthrie

  • Contributions of concept-oriented reading instruction to knowledge about interventions for motivations in reading.

    John T. Guthrie;Angela McRae;Susan Lutz Klauda

  • Instructional Contexts for Engagement and Achievement in Reading

    John T. Guthrie;Allan Wigfield;Wei You

  • Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes

    Allan Wigfield;John T. Guthrie;Kathleen C. Perencevich;Ana Taboada

  • Motivating Reading Comprehension: Concept-Oriented Reading Instruction.

    John T. Guthrie;Allan Wigfield;Kathleen C. Perencevich

  • The Role of Self-Regulated Learning in Fostering Students' Conceptual Understanding of Complex Systems with Hypermedia.

    Roger Azevedo;John T. Guthrie;Diane Seibert

  • How Motivation Fits Into a Science of Reading

    John T. Guthrie;Allan Wigfield

  • Comprehension and Teaching: Research Reviews.

    John T. Guthrie

Frequent Co-Authors

Allan Wigfield
Allan Wigfield University of Maryland, College Park
Linda Baker
Linda Baker University of Maryland, Baltimore County
Roger Azevedo
Roger Azevedo University of Central Florida
Michael Pressley
Michael Pressley Michigan State University
Karen R. Harris
Karen R. Harris Arizona State University
James P. Byrnes
James P. Byrnes Temple University
Gregory R. Hancock
Gregory R. Hancock University of Maryland, College Park
Lesley Mandel Morrow
Lesley Mandel Morrow Rutgers, The State University of New Jersey

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