-
1
-
-
12944275464
-
Levels of thinking required by comprehension questions in informal reading inventories. Reading
-
Applegate, M.D., Quinn, K.B., & Applegate, A.J. (2002). Levels of thinking required by comprehension questions in informal reading inventories. Reading Teacher, 56(2), 174–180.
-
(2002)
Teacher
, vol.56
, Issue.2
, pp. 174-180
-
-
Applegate, M.D.1
Quinn, K.B.2
Applegate, A.J.3
-
2
-
-
2942576897
-
Metacognition in strategy instruction
-
C. C. Block & M. Pressley (Eds.) New York: Guilford
-
Baker, L. (2002). Metacognition in strategy instruction. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 77–95). New York: Guilford.
-
(2002)
Comprehension instruction: Research-based best practices
, pp. 77-95
-
-
Baker, L.1
-
3
-
-
77955640364
-
Using freewriting to assess reading comprehension
-
Bintz, W.P. (2000). Using freewriting to assess reading comprehension. Reading Horizons, 40(3), 205–223.
-
(2000)
Reading Horizons
, vol.40
, Issue.3
, pp. 205-223
-
-
Bintz, W.P.1
-
4
-
-
12944327822
-
They can read the words, but they can't understand: Refining comprehension assessment. Reading
-
Dewitz, P., & Dewitz, P.K. (2003). They can read the words, but they can't understand: Refining comprehension assessment. Reading Teacher, 56(5), 422–435.
-
(2003)
Teacher
, vol.56
, Issue.5
, pp. 422-435
-
-
Dewitz, P.1
Dewitz, P.K.2
-
5
-
-
33744781376
-
Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry
-
Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906–911.
-
(1979)
American Psychologist
, vol.34
, pp. 906-911
-
-
Flavell, J.H.1
-
6
-
-
0039423684
-
Metacognition and self-monitoring strategies
-
S. J. Samuels & A. E. Farstrup (Eds.) Newark, DE: International Reading Association
-
Garner, R. (1992). Metacognition and self-monitoring strategies. In S. J. Samuels & A. E. Farstrup (Eds.), What research has to say about reading instruction (pp. 236–252). Newark, DE: International Reading Association.
-
(1992)
What research has to say about reading instruction
, pp. 236-252
-
-
Garner, R.1
-
8
-
-
0002858576
-
Story retelling used with average and learning disabled readers as a measure of reading comprehension
-
Hansen, C.L. (1978). Story retelling used with average and learning disabled readers as a measure of reading comprehension. Learning Disability Quarterly, 1, 62–69.
-
(1978)
Learning Disability Quarterly
, vol.1
, pp. 62-69
-
-
Hansen, C.L.1
-
9
-
-
0040442311
-
Assessing and supporting independent word learning strategies of middle school students
-
Harmon, J.M. (2000). Assessing and supporting independent word learning strategies of middle school students. Journal of Adolescent & Adult Literacy, 43(6), 518–527.
-
(2000)
Journal of Adolescent & Adult Literacy
, vol.43
, Issue.6
, pp. 518-527
-
-
Harmon, J.M.1
-
11
-
-
0031295083
-
Three perspectives on comprehension: Implications for assessing and treating comprehension problems
-
Kamhi, A.G. (1997). Three perspectives on comprehension: Implications for assessing and treating comprehension problems. Topics in Language Disorders, 17(3), 62–74.
-
(1997)
Topics in Language Disorders
, vol.17
, Issue.3
, pp. 62-74
-
-
Kamhi, A.G.1
-
12
-
-
84992827061
-
Collaborative strategic reading: “Real world” lessons from classroom teachers
-
in press
-
Klingner, J.K., Vaughn, S., Argüelles, M.E., Hughes, M.T., & Ahwee, S. (in press). Collaborative strategic reading: “Real world” lessons from classroom teachers. Remedial and Special Education.
-
Remedial and Special Education
-
-
Klingner, J.K.1
Vaughn, S.2
Argüelles, M.E.3
Hughes, M.T.4
Ahwee, S.5
-
13
-
-
33645320440
-
Conducting ethnographic classroom observations of literacy instruction
-
S. Vaughn & K. Briggs (Eds.) Baltimore: Brookes
-
Klingner, J.K., Sturges, K., & Harry, B. (2003). Conducting ethnographic classroom observations of literacy instruction. In S. Vaughn & K. Briggs (Eds.), Reading in the classroom: Systems for observing teaching and learning (pp. 145–177). Baltimore: Brookes.
-
(2003)
Reading in the classroom: Systems for observing teaching and learning
, pp. 145-177
-
-
Klingner, J.K.1
Sturges, K.2
Harry, B.3
-
14
-
-
0001661781
-
Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language
-
Klingner, J.K., & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language. Elementary School Journal, 96, 275–293.
-
(1996)
Elementary School Journal
, vol.96
, pp. 275-293
-
-
Klingner, J.K.1
Vaughn, S.2
-
15
-
-
0039559995
-
Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction
-
Kukan, L., & Beck, I.L. (1997). Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction. Review of Educational Research, 67, 271–299.
-
(1997)
Review of Educational Research
, vol.67
, pp. 271-299
-
-
Kukan, L.1
Beck, I.L.2
-
16
-
-
0036744519
-
The use of think-aloud protocols to compare inferencing abilities in average and below-average readers
-
Laing, S.P., & Kamhi, A.G. (2002). The use of think-aloud protocols to compare inferencing abilities in average and below-average readers. Journal of Learning Disabilities, 35, 436–447.
-
(2002)
Journal of Learning Disabilities
, vol.35
, pp. 436-447
-
-
Laing, S.P.1
Kamhi, A.G.2
-
17
-
-
84992850444
-
The nature of comprehension among grade 2 children: Variability in retellings as a function of development, text, and task
-
In T. Shanahan & F. Rodriguez-Brown (Ed.) Chicago: National Reading Conference
-
Lipson, M.Y., Mosenthal, J.H., & Mekkelsen, J. (1999). The nature of comprehension among grade 2 children: Variability in retellings as a function of development, text, and task. In T. Shanahan, & F. Rodriguez-Brown (Ed.), Forty-eighth yearbook of the National Reading Conference (pp. 104–119). Chicago: National Reading Conference.
-
(1999)
Forty-eighth yearbook of the National Reading Conference
, pp. 104-119
-
-
Lipson, M.Y.1
Mosenthal, J.H.2
Mekkelsen, J.3
-
18
-
-
0035997818
-
Assessing students' metacognitive awareness of reading strategies
-
Mokhtari, K., & Reichard, C.A. (2002). Assessing students' metacognitive awareness of reading strategies. Journal of Educational Psychology; 94, 249–259.
-
(2002)
Journal of Educational Psychology
, vol.94
, pp. 249-259
-
-
Mokhtari, K.1
Reichard, C.A.2
-
20
-
-
85174220421
-
Using the think-aloud for reading instruction. Reading
-
Oster, L. (2001). Using the think-aloud for reading instruction. Reading Teacher, 55(1), 64–69.
-
(2001)
Teacher
, vol.55
, Issue.1
, pp. 64-69
-
-
Oster, L.1
-
21
-
-
84963428932
-
The reciprocal teaching of comprehension-fostering and comprehension-monitoring activities
-
Palincsar, A.S., & Brown, A.L. (1984). The reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition & Instruction, 1, 117–175.
-
(1984)
Cognition & Instruction
, vol.1
, pp. 117-175
-
-
Palincsar, A.S.1
Brown, A.L.2
-
22
-
-
9744254956
-
Assessing narrative comprehension in young children
-
Paris, A.H., & Paris, S.G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38, 36–76.
-
(2003)
Reading Research Quarterly
, vol.38
, pp. 36-76
-
-
Paris, A.H.1
Paris, S.G.2
-
23
-
-
85080815146
-
How metacognition can promote academic learning and instruction
-
B. E Jones & L. Idol (Eds.) Hillsdale, NJ. Erlbaum
-
Paris, S.G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. E Jones & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 15–51). Hillsdale, NJ. Erlbaum.
-
(1990)
Dimensions of thinking and cognitive instruction
, pp. 15-51
-
-
Paris, S.G.1
Winograd, P.2
-
24
-
-
85071551693
-
What should comprehension instruction be the instruction of?
-
M. Kamil P. Mosenthal P. Pearson R. Barr Mahwah, NJ: Erlbaum
-
Pressley, M. (2000). What should comprehension instruction be the instruction of? In M. Kamil, P. Mosenthal, P. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 545–561). Mahwah, NJ: Erlbaum.
-
(2000)
Handbook of reading research
, vol.3
, pp. 545-561
-
-
Pressley, M.1
-
26
-
-
0004279553
-
-
4th ed. New York: Modem Language Association of America
-
Rosenblatt, L.M. (1983). Literature as exploration (4th ed.). New York: Modem Language Association of America.
-
(1983)
Literature as exploration
-
-
Rosenblatt, L.M.1
-
27
-
-
12944267436
-
Two steps forward, three steps back: The stormy history of reading comprehension assessment
-
Sarroub, L., & Pearson, P.D. (1998). Two steps forward, three steps back: The stormy history of reading comprehension assessment. The Clearing House, 72, 97–106.
-
(1998)
The Clearing House
, vol.72
, pp. 97-106
-
-
Sarroub, L.1
Pearson, P.D.2
-
28
-
-
84992879388
-
Physical arrangement, grouping, and ethnographic notetaking
-
S. M. Glazer, L. W. Searfoss, & L. M. Gentile (Eds.) Newark, DE: International Reading Association
-
Smith, G.B. (1988). Physical arrangement, grouping, and ethnographic notetaking. In S. M. Glazer, L. W. Searfoss, & L. M. Gentile (Eds.), Reexamining reading diagnosis: New trends and procedures (pp. 169–177). Newark, DE: International Reading Association.
-
(1988)
Reexamining reading diagnosis: New trends and procedures
, pp. 169-177
-
-
Smith, G.B.1
-
29
-
-
0000225203
-
Using think-alouds to examine reader-text interest
-
Wade, S.E., Buxton, W.M., & Kelly, M. (1999). Using think-alouds to examine reader-text interest. Reading Research Quarterly, 34, 194–216.
-
(1999)
Reading Research Quarterly
, vol.34
, pp. 194-216
-
-
Wade, S.E.1
Buxton, W.M.2
Kelly, M.3
-
30
-
-
38249000788
-
Application of a metacognitive strategy to assessment, intervention, and consultation: A think-aloud technique
-
Ward, L., & Traweek, D. (1993). Application of a metacognitive strategy to assessment, intervention, and consultation: A think-aloud technique. Journal of School Psychology, 31(4), 469–485.
-
(1993)
Journal of School Psychology
, vol.31
, Issue.4
, pp. 469-485
-
-
Ward, L.1
Traweek, D.2
-
31
-
-
0000778933
-
Think-aloud protocols and the study of comprehension
-
Whitney, P., & Budd, D. (1996). Think-aloud protocols and the study of comprehension. Discourse Processes, 21(3), 341–351.
-
(1996)
Discourse Processes
, vol.21
, Issue.3
, pp. 341-351
-
-
Whitney, P.1
Budd, D.2
|