References
Beers, K. (2003). When kids can’t read, what teachers can do: A guide for
teachers. Portsmouth, NH: Heinemann.
Caverly, D., Mandeville, T., & Nicholson, S. (1995). PLAN: A study reading strategy for informational text. Journal of
Adolescent & Adult Literacy, 39 190-199.
Davis, Z.T. & McPherson, M.D. (1989). Story map instruction: A road map for reading comprehension. The Reading
Teacher, 43(3). 232-240.
Huber, J. (2004). A closer look at SQ3R. Reading Improvement, 41(2), 108-112.
Jeremiah, M.A. (1988). Summaries improve comprehension. Journal of Reading, 32(2). 172-173.
MacOn, J., Bewell, D., & Vogt, M. (1991). Responses to Literature. Newark, DE: International Reading Association.
Mastropieri, M.A., & Scruggs, T.E. (1997). Best practices in promoting reading comprehension in students with learning
disabilities: 1976 to 1996. Remedial and Special Education, 18, 197-213.
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing
instructional strategies to teach reading in content areas for students in
grades 5-12. Boston, MA: Pearson.
National Governors Association Center for Best Practices & Council of Chief
State School Officers. (2010). Common Core State Standards for English
language arts and literacy in history/social studies, science, and technical
subjects. Washington, DC: Authors.
Ogle, D.M. 1986. K-W-L: A teaching model that develops active reading of expository text. Reading Teacher 39:
564-570.
Robinson, D.H., Katayama, A.D., Beth, A., Odom, S., Hsieh, Y., & Vanderveen, A. 2006. Increasing text comprehension
and graphic note taking using a partial graphic organizer. The Journal of Educational Research, 100(2), 103-111.
Reutzel, D.R. (1985). Story maps improve comprehension. The Reading Teacher, 38(4). 400-404.
Ryder, R.J. & Graves, M.F. 2003. Reading and Learning in Content Areas. New York, NY: John Wiley & Sons.
Therrien, W.J. (2004). Fluency and comprehension gains as a result of repeated reading. Remedial and Special
Education, 25(4) 252-261.
Beers, K. (2003). When kids can’t read, what teachers can do: A guide for
teachers. Portsmouth, NH: Heinemann.
Caverly, D., Mandeville, T., & Nicholson, S. (1995). PLAN: A study reading strategy for informational text. Journal of
Adolescent & Adult Literacy, 39 190-199.
Davis, Z.T. & McPherson, M.D. (1989). Story map instruction: A road map for reading comprehension. The Reading
Teacher, 43(3). 232-240.
Huber, J. (2004). A closer look at SQ3R. Reading Improvement, 41(2), 108-112.
Jeremiah, M.A. (1988). Summaries improve comprehension. Journal of Reading, 32(2). 172-173.
MacOn, J., Bewell, D., & Vogt, M. (1991). Responses to Literature. Newark, DE: International Reading Association.
Mastropieri, M.A., & Scruggs, T.E. (1997). Best practices in promoting reading comprehension in students with learning
disabilities: 1976 to 1996. Remedial and Special Education, 18, 197-213.
Miller, M., & Veatch, N. (2011). Literacy in context (LinC): Choosing
instructional strategies to teach reading in content areas for students in
grades 5-12. Boston, MA: Pearson.
National Governors Association Center for Best Practices & Council of Chief
State School Officers. (2010). Common Core State Standards for English
language arts and literacy in history/social studies, science, and technical
subjects. Washington, DC: Authors.
Ogle, D.M. 1986. K-W-L: A teaching model that develops active reading of expository text. Reading Teacher 39:
564-570.
Robinson, D.H., Katayama, A.D., Beth, A., Odom, S., Hsieh, Y., & Vanderveen, A. 2006. Increasing text comprehension
and graphic note taking using a partial graphic organizer. The Journal of Educational Research, 100(2), 103-111.
Reutzel, D.R. (1985). Story maps improve comprehension. The Reading Teacher, 38(4). 400-404.
Ryder, R.J. & Graves, M.F. 2003. Reading and Learning in Content Areas. New York, NY: John Wiley & Sons.
Therrien, W.J. (2004). Fluency and comprehension gains as a result of repeated reading. Remedial and Special
Education, 25(4) 252-261.
