Resources

Resources Allington, R. (2012). //What Really Matters for Struggling Readers: Designing Research- based Programs.// Boston: Pearson.

Burns, M. K., Hodgson, J., Parker, D. C., & Fremont, K. (2011). Comparison of the Effectiveness and Efficiency of Text Previewing and Preteaching Keywords as Small-Group Reading Comprehension Strategies with Middle-School Students. //Literacy Research And Instruction//, //50//(3), 241-252.

This resource was useful because the study separated teaching background knowledge and vocabulary. The two were separate to compare the results of students comprehension after teaching the different strategies. The study found that establishing background knowledge first had higher scores in comprehension but not much higher than vocabulary. Students benefited from both approaches.

Feger, M. (2006). "I Want to Read": How Culturally Relevant Texts Increase Student Engagement in Reading. //Multicultural Education//, //13//(3), 18-19.

Graves, M. F., & Liang, L. (2008). Four Facets of Reading Comprehension Instruction in the Middle Grades. //Middle School Journal//, //39//(4), 36-45.

Hall, K. M., & Sabey, B. L. (2007). Focus on the Facts: Using Informational Texts Effectively in Early Elementary Classrooms. //Early Childhood Education Journal//, //35//(3), 261-268.

Lapp, D., Fisher, D., & Grant, M. (2008). "You Can Read This Text--I'll Show You How": Interactive Comprehension Instruction. //Journal Of Adolescent & Adult Literacy//, //51//(5), 372-383.

Pescatore, C. (2007). Current Events as Empowering Literacy: For English and Social Studies Teachers. //Journal Of Adolescent & Adult Literacy//, //51//(4), 326-339.

Moje, E,. Young, J., Readence, J. E., & Moore, D. W. (2000). Reinventing Adolescent Literacy for New Times: Perennial and Millennial Issues. //Journal Of Adolescent & Adult Literacy//, //43//(5), 400-10.

Nokes, J. D. (2008). The Observation/Inference Chart: Improving Students' Abilities to Make Inferences while Reading Nontraditional Texts. //Journal Of Adolescent & Adult Literacy//, //51//(7), 538-546.

Radcliffe, R., Caverly, D., Hand, J., & Franke, D. (2008). Improving Reading in a Middle School Science Classroom. //Journal Of Adolescent & Adult Literacy//, //51//(5), 398-408.

This article was done by a content area science teacher. Radcliff's research focused on teaching students background knowledge, vocabulary, and text structure before having students read the text in his class on their own. He recognized that this was a challenge for students and had them create a checklist of how to read effectively and the students had to self monitor their reading. This resulted in students applying background knowledge, predicting, thinking about what they read, learning key terms, rereading for understanding, not skipping parts they don't understand, and identifying the purpose for reading. Students had to complete all the steps when reading. This taught them to comprehend a text and self monitor their reading. This article helped me find what strategies are being done in different disciplines.

Thibodeau, G. M. (2008). A Content Literacy Collaborative Study Group: High School Teachers Take Charge of Their Professional Learning. //Journal Of Adolescent & Adult Literacy//, //52//(1), 54-64.

This study focused on how content area teachers feel about teaching reading. Many teachers feel uncomfortable and unprepared in teaching reading. Working together to create strategies to use in the classroom is beneficial. This resource helped me find why content area reading wasn't being taught and what was being done to fix it.

Wood, K. & Blanton, W. //Literacy Instruction for Adolescents: Reasearch- based Practices.// NY: Guilford.