John T. Guthrie

John T. Guthrie is a researcher and scholar in the area of student motivation as it relates to literacy.

Guthrie received his bachelor’s degree in psychology from Earlham College in 1964. He earned both his master’s and doctoral degrees from the University of Illinois, where he majored in educational psychology, completing his Ph.D. in 1968. While attending the University of Illinois, Guthrie worked as a research assistant from 1964 to 1968.

Guthrie began his post-doctoral career as an assistant professor of education and project director of the Center for Social Organization of Schools at Johns Hopkins University from 1968 to 1970, after which he moved into the role of assistant professor of pediatrics at Johns Hopkins until 1974.

His stint at Johns Hopkins was followed by a decade (1974–1984) as the director of research for the International Reading Association (IRA). During this time, he also held an adjunct position at the University of Delaware.

In 1984, Guthrie moved to the University of Maryland at College Park. From 1984 to 1991, he served as the director of the Center for Educational Research and Development and as a professor in the Department of Curriculum and Instruction.

In 1992, Guthrie moved to the College Park campus of the University of Maryland, where he served as a professor of human development in the college of education, a position he held until his retirement in 2007. While at the University of Maryland, Guthrie was named the first Jean Mullan Professor of Literacy for 2006–2007.

In 1992, Guthrie also became the co-director of the National Reading Research Center at the University of Maryland, College Park, a role he retained until his retirement in 1997.

The CORI framework integrates the science (or social studies) into literacy instruction, using activities and content-area reading to motivate students to read, write, and think more deeply. His research indicates greater gains in motivation, engagement, and reading achievement for students exposed to the CORI framework as opposed to control groups.

This model, a result of joint effort between Dr. Guthrie and Allan Wigfield, “proposes that engagement in reading is the joint functioning of motivational processes and cognitive strategies during reading comprehension.”

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