Primary Sources Assignment (At least 15 current sources-cited by topic, then alphabetically)
COMPREHENSION STRATEGIES AND GUIDED
Reference Citation:
Al Khaiyali, A.,Tiyb S.
(2014). ESL elementary
teachers' use of children's
picture books to initiate
explicit instruction of
reading comprehension
strategies.​ English
Language Teaching, 7​(2),
90-102.
Al Khaiyali & Tiyb, 2014
READING SOURCES (primary question)
Key Article Components:
Topic=​ESL Elementary Teachers’ Use of Children’s Picture
Books to Initiate Explicit Instruction of Reading
Comprehension Strategies
Research Question=​Does better understanding of the teachers’
perceptions in using children’s picture books to explicitly
initiate comprehension strategy instruction help in developing
good models to improve explicit reading comprehension
strategy instruction in those classrooms?
Participants=​Two fifth grade English languages teachers from
the Middle East participated in this study. Jamila (pseudonym)
a 31-year-old woman and Ahmad (pseudonym) a 33-year-old
man. Both teachers speak Arabic as their native language and
were enrolled in the TESOL graduate program in University of
Colorado at Boulder in the U.S. since fall 2011. Both teachers
were part time instructors in this school and used to teach two
different fifth grade classes for three hours per week.
Methods=​Four picture books were selected to be used to
comprehension strategy instruction in this study. The selected
picture books were The Giving Tree by Silverstein (1964);
Polar Bear, Polar Bear, What do You Hear by Martin and Carle
(1997); Hairy, Scary, Ordinary: What is an Adjective? by
Cleary (2001); and Big Blue Whole by Davies (2001). The
strategies taught were: word decoding, activating prior
knowledge, summarizing, questioning, predicting, determining
big ideas, visualizing, synthesizing, inferring, monitoring,
semantic/story mapping, comparing, and contrasting. Each
strategy was defined, explained, modeled independently, and
then strategies were combined based on the needs and
objectives of the lesson. The observations lasted for four
weeks, and there was a total of 720 minutes for both classes.
The observation practices shed light on the teachers’
instructions of what the strategy was, when it should be used,
and how the strategy should be used. All the observation notes
were first collected, organized, member-checked, and then
coded during and after the fieldwork. The general instructional
processes of what, when, and how strategies were used, and the
applicability of children’s picture books in the instruction
processes were used to guide the categories of coding

Droop, M., van Elsäcker,
W., Voeten, M. J. M., &
Verhoeven, L. (2016).
Long-term effects of
strategic reading instruction
in the intermediate
elementary grades.​ Journal
of Research on Educational
Effectiveness, 9​(1), 77-102.
Droop, Van Elsacker,
Voeten, & Verhoeven, 2016
Gaffner, J., Johnson, K.,
Torres-Elias, A., & Dryden,
L. (2014). Guided reading in
first-fourth grade: Theory to
practice.​Texas Journal of
Literacy Education, 2​(2),
117-126.
Gaffner, Johnson,
Torres-Elias, & Dryden,
2014
procedures.
Findings=​Findings from the fifth grade classroom observations
indicated that explicit comprehension strategy instruction was
higher than other instructional and non-instructional practices.
More importantly, findings showed that children’s picture
books could contribute to resolve some of the major issues in
comprehension strategies instruction in language learning
classrooms, particularly if they were precisely selected and
appropriately used.
Topic=​Strategically teaching ​reading strategies ​(with a
program)
Research Question=​What are the effects of a program that
offered sustained strategic reading instruction on reading
abilities of third and fourth graders?
Participants=​The study was conducted among 1,469 children
from 40 schools in the Netherlands.
Methods=​They used SRI to form explicit teachings of reading
strategies.
Findings=​ Children’s reading comprehension can be fostered
through strategy instruction
Topic=​The effects ​guided reading​ had on assessments, also
about collaborative partnership with elementary school teachers
and university students (future teachers)
Research Questions=1)​Will reading performance of struggling
elementary readers improve when participating in small group
guided reading (SGGR) twice per week with preservice
teachers in a guided reading clinic? 2) How will the reading
clinic experience impact preservice educators?
Participants=37 elementary students
Methods=​21 students received guided reading instruction for 1
semester, while 16 students received it for one year (first -fourth
grade below reading level)
The main purpose of this collaboration was to improve reading
skills of elementary students who were previously identified
below grade level in reading.
Findings=​ Students who received the yearlong treatment (​n ​=
16) improved more substantially (​p ​= .005) than those who
received the semester-only treatment (​n =​ 21)
Quantitative assessment results generally demonstrated a
positive impact on the reading growth of the elementary
students involved in the reading clinic, especially those students
who were younger and those that had participated for two

GUTIÉRREZ-BRAOJOS,
C., RODRÍGUEZ
FERNÁNDEZ, S., &
SALMERÓN-VÍLCHEZ, P.
(2014). How can reading
comprehension strategies
and recall be improved in
elementary school students?
Estudios Sobre Educacion,
26​, 9-31.
Guiterrez-Braojos,
Rodriguez-Fernandez, &
Salmeron-Vilchez, 2014
Kostons, D., & Werf, G.
(2015). The effects of
activating prior topic and
metacognitive knowledge
on text comprehension
scores.​ British Journal of
Educational Psychology,
85​(3), 264-275.
10.1111/bjep.12069.
Kostons & Werf, 2015
semesters.
Collaboration with teachers and the university students allowed
for real-world, hands-on experience gained from being able to
develop and subsequently implement their own SGGR lesson
plans=greater understanding for college students.
Topic=​Reading ​comprehension​ strategies and text recall
Research Question=​How Can Reading Comprehension
Strategies and Recall Be Improved in Elementary School
Students?
Participants=​The participants were 48 first-course Primary
School students (57.8 % girls; 42.2 % boys; age range from 6 to
8 years) from a school in Andalusia (Spain).
Methods=​The purpose of the instructional program is to teach
the students a specific set of cognitive and metacognitive
reading comprehension strategies using narrative texts.The
cognitive strategies were: predictions based on the title and
visual representations of the text, inferences, elaboration of
graphic organizers of the textual structure, and summaries.
Regarding the metacognitive strategies, instruction was given in
the strategies of: comprehension and planning,
control-monitoring, and evaluation of their own reading
performance. To reach the objective, a quasi-experimental
design was used with a pretest and two posttests in both groups
(control and experimental).
Findings=​ The results indicate that the students who were
taught with the direct instructional approach obtained a higher
level of comprehension strategies and text recall compared to
the group that followed a traditional methodology.
Topic=​The effects of activating prior topic and metacognitive
knowledge on text ​comprehension​ scores
Research Question=​What effect does activating ​prior
knowledge​ have on student ​comprehension​?
Participants=​Eighty-eight Dutch primary education students
(age M = 11.39, SD = 0.70) from one school voluntarily
participated in this research. These students were all from grade
5, chosen because their teachers indicated that these students
had had the most experience with metacognitive activities, but
were also likely to benefit most from trying to activate their
metacognitive knowledge. Forty-four participants were female
and 44 were male. They were all native Dutch speakers.
Methods=​Eighty-eight students in primary education were
randomly distributed amongst the conditions of the 2 9 2
(PTKA yes/no 9 PMKA yes/no) designed experiment

Küçükoğlu, H. (2013).
Improving reading skills
through effective reading
strategies/​ /doi.org/10.1016/j
.sbspro.2013.01.113
Kucukoglu, 2013
LaRusso, M., Kim, H. Y.,
Selman, R., Uccelli, P.,
Dawson, T., Jones, S., . . .
Snow, C. (2016).
Contributions of academic
language, perspective
taking, and complex
reasoning to deep reading
comprehension.​ Journal of
Research on Educational
Effectiveness, 9(​ 2), 201-222.
10.1080/19345747.2015.11
16035
LaRusso, Kim, Selman,
Uccelli, Dawson, Jones, &
Snow, 2016
Findings=​ Results show that activating prior metacognitive
knowledge had a beneficial effect on text comprehension,
whereas activating prior topic knowledge, after correcting for
the amount of prior knowledge, did not.
Topic=​Teaching ​effective reading strategies​.
Research Question=​Would reading strategies help my
students’ reading comprehension studies?
Participants=​The study is an action research applied to a
number of 14 students in an intermediate level integrated skills
course.
Methods=First, a reading awareness survey was given. The
teacher researcher used six strategies; predicting, making
connections, visualizing, inferring, questioning, and
summarizing. The strategies were introduced to the
students and practiced for 3 weeks. Then a post test was
given. Then a Metacomprehension Strategy Index (MSI) to
see if the strategies presented have changed student
understanding in reading.
Findings=​ The students had an improvement to a great extent
have been tutored about the reading strategies.
Topic=Deep reading comprehension
Research Question=​Do these three skill domains not
frequently attended to in instruction or in theories of reading
comprehension—academic language, perspective taking, and
complex reasoning—predict outcomes on an assessment of
deep reading comprehension?
Participants=​2,933 students in 124 classrooms (grades four
through seven), from diverse backgrounds reflecting the
demographics of the urban and semi-urban communities of the
schools
Methods=​The Core Academic Language Skills-Instrument
(CALS-I) is a group-administered instrument designed to assess
core academic language skills (CALS) in grades four through
eight.
50-minute paper-and-pencil test that includes eight tasks:
Connecting Ideas, Tracking Themes, Organizing Texts,
Breaking Words, Comprehending Sentences, Identifying
Definitions, Interpreting Epistemic Stance Markers, and
Understanding Metalinguistic Vocabulary. Tasks assess
students’ skills through a range of multiple-choice, matching, or
short written responses.
Findings=​The goal of the study presented here was to provide a
first test of the hypothesis that deep reading comprehension is

Lee, P. A., & Schmitt, M. C.
(2014). Teacher language
scaffolds the development
of independent strategic
reading activities and
metacognitive awareness in
emergent readers.​ Reading
Psychology, 35​(1), 32-57.
Lee & Schmitt, 2014
Lenhard, W., Baier, H.,
Endlich, D., Schneider, W.,
& Hoffmann, J. (2013).
Rethinking strategy
instruction: Direct reading
strategy instruction versus
computer-based guided
practice.​ Journal of
Research in Reading, 36(​ 2),
co-determined by students’ ability to understand academic
language, to take and understand social perspectives, and to
engage in complex reasoning about challenging problems. The
findings support the credibility of the hypothesis. Academic
language was the strongest of our hypothesized predictors of
deep comprehension, suggesting that this is an important area of
focus to prepare students for secondary school texts with their
increasingly unfamiliar and challenging language
Topic=Reading strategies​ and developing metacognitive
thinking leads to independence.
Research Question=​What influence does teacher language
have on student instructional strategies with respect to the
development of language and its influence on student
instructional strategies, with respect to the development of both
strategy use and awareness of metacognitive self, task, and
task-relevant strategy variables? How do we increase student
metacognitive awareness levels while reading?
Participants=​8 students, 6-7 years old, lowest achieving (in
reading) first graders
Methods=​Teachers used 120 Reading Recovery lessons to
instruct reading strategies. They used running records,
observations and surveys to assess students’ learning and
thinking.
Findings=​The results from the Metacognitive Interview
provided evidence that students did indeed have metacognitive
awareness of self, task, and strategy characteristics, with the
significant difference between the pretest and posttest scores
suggesting an increase in the development of such awareness
during these learning experiences.
Topic=​Explicitly teaching reading ​comprehension strategies
with teacher-directed instruction of declarative meta-cognitive
knowledge vs. improving executive metacognition by ​guided
practice​: students worked with a computer program based on
latent semantic analysis (LSA) (​conText)​ and received
immediate feedback on written summaries.
Research Question=​Which program is more effective in
teaching reading comprehension (teacher directed=reading
detectives that teaches strategies OR a computer-based program
223-240.
Lenhard, Baier,Endlich,
Schneider, & Hoffmann,
2013
Mahdavi, J. N., & Tensfeldt,
L. (2013). Untangling
reading comprehension
strategy instruction:
Assisting struggling readers
in the primary grades.
Preventing School Failure,
57​(2), 77-92.
Mahdavi & Tensfeldt, 2013
that has students write summaries and gives immediate
feedback=conText)?
Participants=​148 sixth grade students from nine classes,
randomly selected (abilities varied), in Germany
Methods=​Pre-test was given four weeks into the new school
year and a post-test was given at the end. 139 of the 148
completed both tests. Teachers reported having spent on
average 20.0 lessons on the training in the Reading Detectives
group, and 15.8 lessons in the conText group with 45 minutes
per lesson.
Findings=​There were no significant differences in the pretest
scores of reading fluency, verbal intelligence, metacognitive
knowledge and reading comprehension in both groups.
However, significant improvements in all variables were made.
The computer program thus was more effective than the explicit
strategy training programme in terms of reading
comprehension, while it was equally effective in teaching
metacognitive knowledge.
Guided practice, which is characterised by intensive practice
and individualised corrective feedback, is superior to explicitly
teaching strategy knowledge.
Topic=​Untangling Reading ​Comprehension Strategy
Instruction: Assisting Struggling Readers in the Primary Grades
Research Question=​How can teaching reading comprehension
strategies improve student comprehension?
Participants=​Overview of 25 studies.
Methods=​Reading strategies were explicitly taught in the
studies and comprehension documented.
Findings=​ Ultimately, reading comprehension strategies cannot
be effective unless they are taught. Because it has been
established that teachers are not teaching reading
comprehension strategies, despite findings that indicate the
strategies are an effective way to boost reading achievement.
many of the reading comprehension strategies reported here
involve students becoming more involved in their reading of
text, moving from being passive listeners to active participants
in the reading experience. Within each of the studies reported
here, active student participation in making predictions, asking
questions about text, and connecting the reading to what has
been previously understood are important elements in teaching
students to understand what they read. Supporting students as
they learn to interact with the text they are reading appears to be
an effective way to increase reading comprehension, especially
 among less skilled readers.

Oostdam, R., Blok, H., &
Boendermaker, C. (2015).
Effects of individualised
and small-group guided oral
reading interventions on
reading skills and reading
attitude of poor readers in
grades 2-4.​ Research Papers
in Education, 30​(4),
427-450
Oostdam, Blok, &
Boendermaker, 2015
Topic=​To assess the efficacy of ​guided oral reading​ as a
remedy for low-achieving readers, two experiments were
conducted in the early grades of primary school.
Research Question=​How effective is guided reading in
improving fluency and attitude?
Participants=​Second graders=Two small groups of three
students and one control group.
Methods=​Students in small groups worked on repeated reading
and were assessed on fluency, comprehension, vocabulary, and
attitudes.
Findings=​ It was found that ​guided​ oral ​reading practices ​ are
effective for improving fluency and RA. Transfer effects on
comprehension and vocabulary could not be established.
*Requested article from library.

Topic=​Comparing whole group curriculum instruction to ​small

van Rijk, Y., de Mey, L., de
Haan, D., van Oers, B., & group​, thematic instruction in LA.
Volman, M. (2017). Research Question=​What are the effects of the DE approach
Reading for meaning: The compared to those of the PI approach in terms of reading
effects of developmental comprehension, knowledge of reading strategies and reading
education on motivation and
motivation in fourth-grade primary education? (DE-appears to
achievement in reading be similar to guided reading with explicit teachings, but is more
informative texts in primary
thematic and stands for Developmental Education; PI appears to
school.​ Research Papers in
be the curriculum and stands for programmatic approach)
Education, 32​(3), 333-352.
Participants=​570 grade 4 students in 24 schools
10.1080/02671522.2016.12 Methods=​Pre-tests were given on comprehension, vocabulary,
25789 and decoding. One group was taught with DE and the other
with PI. At the end of the year the post-test was given on
Van Rijk, De Mey, De comprehension, vocabulary, and decoding.
Haan, Van Oers, & Volman, Findings=​There was not a big difference in the results for
2017 reading comprehension, however, motivation was much higher
in the DE group and those motivated students showed greater
improvements in comprehension.

READ ALOUDS/MENTOR TEXTS AND MODELED

THINKING (sub-question)

Reference Citation: Key Article Components:

Delacruz, S. (2013). Using Topic=​Using Interactive ​Read-Alouds​ to Increase K-2

interactive read-alouds to
increase K-2 students'
reading comprehension.
Journal of Reading
Education, 38​(3), 21-27.
Delacruz, 2013
Ledger, S., & Merga, M. K.
(2018). Reading aloud:
Children's attitudes toward
being read to at home and at
school.​ Australian Journal
of Teacher Education,
43​(3), 124-139.
Ledger & Mergna, 2018
Students’ Reading Comprehension
Research Question=​Do interactive read alouds increase
student comprehension?
Participants= ​School “A” consisted of 1500 students, with 16
classes of each grade, except for third grade which had 14
classes. School “B” was a K-2nd grade elementary school with
eight teachers per grade level. Although it was a smaller
elementary school, the demographics were comparable. School
B had not implemented the Literacy Collaborative Framework
and did not engage in daily interactive read-alouds. This school
implemented a basal reading program for each grade level.
Methods=​Developmental Reading Assessment 2 tests were
administered to two schools at the beginning and end of a
nine-week grading period. School “A” teachers implemented
daily read alouds with modeled metacognitive thinking and
discussions. School “B” implemented a basal reading program
and did not partake in read alouds.
Findings=​ At School A: Kindergarten and second-grade
reading mean scores increased at School A from the beginning
to the end of the study. Kindergarten increased by six reading
levels and second grade increased by 3 reading levels. First
grade dropped less than one reading level.
At School B, kindergarten, first-grade and second-grade reading
levels all increased. Specifically, the kindergarten reading levels
improved by approximately 1.5; the first grade, by
approximately eight reading levels; and the second grade
increased approximately two reading levels. A practical
application of this data would be for teachers to conduct
interactive read-alouds on a daily basis in order to improve
DRA2 test scores.
Topic=​read alouds and attitudes
Research Question=
Participants=
Methods=
Findings=
GRAPHIC ORGANIZERS/STORY MAPPING
Finnegan, E., & Mazin, A.
L. (2016). Strategies for
increasing reading
comprehension skills in
students with autism
spectrum disorder: A review
of the literature.​ Education
and Treatment of Children,
39​(2), 187-219.
Finnegan & Mazin, 2016
Parsons S., Malloy, Parsons, *Engagement in reading
A. & Cohen-Burrowbridge.
(2015). Students'
Engagement in Literacy
Tasks. The Reading
Teacher. 69.
10.1002/trtr.1378.
Parson S., Malloy, Parsons
A. & Cohen-Burrowbridge,
2015
Williams, J. P., Pollini, S.,
Nubla-Kung, A., Snyder, A.
E., Garcia, A., Ordynans, J.
G., & Atkins, J. G. (2014).
An intervention to improve
comprehension of
cause/effect through
expository text structure
instruction.​ Journal of
Educational Psychology,
106​(1), 1-17.
Williams, Pollini,
Nubla-Kung, Snyder,
Topic=​Direct instruction and ​graphic organizers ​(p.15).
Students with (autism spectrum disorder) ASD. This study
gives a lot of background information about reading
comprehension and learners with autism.
Research Question=​The purpose of this review was threefold:
(a) to identify studies with interventions focusing on reading
comprehension, in its conventional meaning, in students with
ASD; (b) to identify which of these interventions are effective;
and (c) to contrast the key components of these studies for
practitioners who need to make instructional decisions for their
students with ASD.
Participants=​The 15 studies that met the criteria for inclusion
in this review included a total of 198 participants, 88 of whom
had ASD.
Methods=​Multiple interventions were used to teach reading
comprehension.
Findings=​Results showed that the effectiveness of the
interventions used varied and could be used with all students.
Topic=​Comprehension interventions including ​graphic
organizers​ and social studies content to at-risk students.
Research Question=​What is the effectiveness of an
intervention for second graders at risk for academic failure,
which taught reading comprehension embedded in social
studies content?
Participants=​Fourteen teachers, randomly assigned to
treatment, provided the instruction; 197 7- and 8-year-olds
participated.
Methods=​The intervention included instruction about the
structure of cause/effect expository text, emphasizing clue
words, generic questions, graphic organizers, and close analysis
of well-structured examples of cause/effect text. It was
compared to a program that focused on the same social studies
Ordynans, & Atkins, 2014 content but without cause/effect training, and to a no-instruction
control.
Findings=​The intervention group demonstrated higher
performance than the other groups on both sentence combining
and answering comprehension questions.

*more graphic organizer articles are below.

OLDER, BUT PREVALENT SOURCES FOUND AND

SUPPORTIVE ARTICLES(NOT STUDIES):

Allington, R. L. 2002. *article located on the internet from VanRijk

“What I’ve Learned About
Effective Reading
Instruction: From a Decade
of Studying Exemplary
Elementary Classroom
Teachers.” ​Phi Delta
Kappan 8​ 3 (10): 740–747.

Allington, 2002

Ausubel, D. P. (1968). ​The *Psychologist that promotes graphic organizers to make

psychology of meaningful learning meaningful.
verbal learning: An
introduction to school
learning.​ New York, NY:
Grune & Stratton.

Ausubel, 1968

Block, C. C., & Lacina, J. *Time it takes to learn reading strategies=Ness

(2009). Comprehension
instruction in kindergarten
through grade three. In S.
Israel & G. Duffy (Eds.),
Handbook of research on
reading comprehension (​ pp.
494–509). New York:
Routledge.

Block & Lacina, 2009

Block, C. C., & Pressley, M. *Book online=teachers’ roles in teaching strategies
(2007). ​Best practices in
teaching comprehension.​ In
L. B. Gambrell, L. N.
Morrow, & M. Pressley
(Eds.), ​Best practices in
literacy instruction ​(3rd ed.,
pp. 220–242). New York:
Guilford Press.

Block & Pressley, 2007

Chevalier, K., Del Santo, J.,
Scheiner, D., Skok, E., &
Tucci, L. R. (2002).
Comprehension: The key to
reading success
Chevalier, Del Santo,
Scheiner, Skok, & Tucci,
2002
Topic=​Explicit teaching of reading strategies during Guided
Reading (this is very similar to my research)
Research Question=​How best to teach comprehension
strategies?
Participants= ​elementary school students in growing, middle
class communities, located in northern Illinois
Methods=​12 week study; first 3 weeks=reading inventory and
independent work teachings; weeks 4-10=guided reading
implementation;weeks 11-12=reading inventory
Findings=​ The use of guided reading for strategy instruction
proved to be an effective model. Making connections has been
proven to be beneficial to student comprehension.

Cummins, C., Stewart, M. *Book that I found online

T., & Block, C. C. (2005).
Teaching several
metacognitive strategies
together increases students’
independent metacognition.
In S. E. Israel, C. C. Block,
K. L. Bauserman, & K.
Kinnucan-Welsh (Eds.),
Metacognition in literacy
learning: The theory,
assessment, instruction, and
professional development
(pp. 277–295). Mahwah,
NJ: Erlbaum Associates.

Cummins, Stewart, &

Block, 2005

Duffy, G. G. (2003). Topic=Teacher roles in reading strategies

Explaining reading: A
resource for teaching
concepts, skills, and
strategies.​ New York:
Guilford Press.
Duffy, 2003
Griffin, C., Malone, &
Kameenui, A. (1995).
Effects of graphic organizer
instruction on fifth-grade
students.​ ( No. 89).Journal
of Educational Research.
Griffin, Malone, &
Kameenui, 1995
McKee, L., & Carr, G.
(2016). Supporting
beginning readers in reading
to learn: A comprehension
strategy.​ Reading Teacher,
70​(3), 359-363.
10.1002/trtr.1510.
McKee & Carr, 2016
McLeod, S. A. (2014). Lev
Vygotsky. Retrieved from
www.simplypsychology.org
/vygotsky.html
McLeod, 2014
Narkon, D. E., & Wells, J.
C. (2013). Improving
reading comprehension for
Topic=​Impact of the use of ​graphic organizers​ has on
comprehension​ and recall.
Research Questions=​1) Does graphic organizer instruction
facilitate comprehension, recall and transfer of information
contained in an expository text? 2) To what degree is explicit
instruction necessary for independent generation and use of
graphic organizers by students?
Participants=​61 students from five 5th grade classrooms in one
area and 38 students from another elementary school. Students
scored low and were not receiving extra help.
Methods=​Pre-test was given. Nine graphic organizers were
used during instruction. Students were divided into groups of
explicit teaching with graphic organizers and without graphic
organizers.
Findings=​ Explicitly teaching with graphic organizers is
beneficial to comprehension.
*Has a specific strategy to use-this is and article, not a study
Topic=​Supporting Beginning Readers in Reading to Learn: A
Comprehension​ Strategy
Research Question=​This is an article about best ways to
support our readers in reading strategies and small group
instruction.
Findings=​ Read, Stop, Think, Ask, Connect is a strategy
designed to support beginning readers in reading and
understanding informational texts.
Topic=Comparison of ​Vygotsky and Piaget. Vygotsky’s
theory of social development=discussions, peer learning and
students teaching (reciprocal learning)
*Informational article not a study
Topic=​Story mapping using ​graphic organizers​ improves
comprehension for students with learning disabilities. Also,
about Universal Design Learning (UDL).
elementary students with
learning disabilities: UDL
enhanced story mapping.
Preventing School Failure,
57​(4), 231-239.
10.1080/1045988X.2012.72
6286.
Narkon & Wells, 2013
Ness, M. (2011). Explicit
reading comprehension
instruction in elementary
classrooms: Teacher use of
reading comprehension
strategies.​ Journal of
Research in Childhood
Education, 25​(1), 98-117.
Ness, 2011
Pang, Y. (2013). Graphic
organizers and other visual
strategies to improve young
ELLs' reading
comprehension.​ New
England Reading
Association Journal, 48​(2),
52-58.
Pang, 2013
Rasinski, T. V. (2017).
Readers who struggle: Why
many struggle and a modest
proposal for improving their
**This is an informational article that supports the use of
graphic organizers.
Topic=​Explicit​ reading comprehension​ instruction in
elementary grades. This study is about teaching reading
comprehension strategies, but is more focused on the teachers
teaching them and the lack of time being taught.
Research Question=​What is the frequency of reading
comprehension instruction in elementary classrooms?
Which reading comprehension
instructional strategies were most employed by teachers in
elementary classrooms.
Participants=​In 3,000 minutes of direct classroom observation
in 20 first- through fifth-grade classrooms, a total of 751
minutes (or 25% of instructional time) was allotted for reading
comprehension instruction.
Methods=​Questioning, summarizing, and predicting/prior
knowledge were the most frequently occurring reading
comprehension strategies.
Findings=​The highest amount of reading comprehension
instruction occurred in 4th-grade classrooms, with the least
amount occurring in 3rd grade.
Topic=Graphic organizers​ help ELL students with
comprehension.
*This is an informational article.
Topic=​Readers that struggle and consistent practices to help
them including teaching ​reading comprehension​ strategies..
Research Question=​This is an article that helps understand
why readers struggle and effective strategies to help them.
reading.​Reading Teacher,
70​(5), 519-524.
Rasinski, 2017
Rupley, W. H., Blair, T. R.,
& Nichols, W. D. (2009).
Effective reading instruction
for struggling readers: The
role of direct/explicit
teaching.​ Reading &
Writing Quarterly, 25(​ 2-3),
125-138.
10.1080/105735608026835
23
Rupley, Blair, & Nichols,
2009
Ponce, O. A., &
Pagán-Maldonado, N.
(2015). Mixed Methods
Research in Education:
Capturing the Complexity
of the Profession.
International Journal of
Educational Excellence,
1​(1), 111-135.
doi:10.18562/ijee.2015.000
5
(Ponce &
Pagan-Maldonado, 2015)
Findings= ​Ideally: Each day, students would receive the type
of literacy instruction that would be considered exemplary:
read-aloud by the teacher, authentic reading of stories and
dictated texts followed by meaningful response activities, time
to read and explore books and other reading material
independently, instruction on how words work (phonemic
awareness, phonics, and words study), and opportunities to
engage in authentic writing.
Topic=​What is the best way to teach students reading strategies
and comprehension?
Direct, explicit instruction needs to be an integral part of
learning the major content strands of the reading
process—phonemic awareness, phonics, fluency, vocabulary,
and comprehension.
*This is an article with valuable information regarding
reading comprehension.
*Research design=mixed methods
Topic=
Research Question=
Participants=
Methods=
Findings=