The University of Iowa

9-12

Higher-order Questions Checklist

Students can use this checklist to classify and generate higher-order questions about a text. These types of questions require analyzing or evaluating the text or creating something new.

PDF iconHigher-order Questions Checklist

Explicit Vocabulary Instruction Template

Guide your thinking, organize your decisions, and create active practice activities related to explicit vocabulary instruction. This resource is divided into the five major aspects of explicit vocabulary instruction and includes guiding questions to ground your planning in evidence-based practices.

PDF iconExplicit Vocabulary Instruction Template

Parent Support Checklist

This checklist outlines the steps family members can take when they have concerns regarding their child’s reading performance.

PDF iconParent Support Checklist

The Contribution of General Reading Ability to Science Achievement

Deborah K. Reed, Ph.D.

This study explored the relationship between the reading ability and science achievement of students in grades 5, 8, and 9. Reading ability was assessed with four measures: word recognition, vocabulary, syntactic knowledge, and comprehension (23% of all passages were on science topics). Science achievement was assessed with state criterion–referenced measures.

The Contribution of Vocabulary Knowledge and Spelling to the Reading Comprehension of Adolescents Who Are and Are Not English Language Learners

Deborah K. Reed, Ph.D.

This study examined the contributions of vocabulary and spelling to the reading comprehension of students in grades 6–10 who were and were not classified as English language learners. Results indicate that vocabulary accounted for greater between-grade differences and unique variance (ΔR 2 = .11–.31) in comprehension as compared to spelling (ΔR 2 = .01–.09).

Improving Comprehension for Middle and High School Students

Deborah K. Reed, Ph.D.

The focus of this Springer Literacy Edition is to provide the most current research regarding instruction in the area of comprehension for middle and high school students. Each author of the first four chapters will focus on a core subject area in middle and high school and discuss the current research along with instructional implications for this particular population.