9-12

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.

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).

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.

This article examined the ecological and population validity of research on reading interventions for adolescents in Grades 6 through 12.

Teacher read-alouds (TRA) are common in middle and high school content area classes.

This multi-phasic, qualitative study explored the perceptions and provision of research-based reading instruction in the juvenile correctional facility setting. In three settings in two states, we interviewed students (n D 17), teachers (n D 5), and administrators (n D 3); and conducted two focus groups (n D 8), student surveys (n D 49), and seven observations of reading instruction.

A synthesis of the extant research on peer-mediated reading and math interventions for students in regular or alternative education settings with academic difficulties and disabilities in Grades 6 to 12 (ages 11–18) is presented. Interventions conducted between 2001 and 2012 targeting reading and math were included if they measured effects on at least one academic outcome measure.

To better understand dimensions of text complexity and their impact on the comprehension of adolescents, 103 high school seniors were randomly assigned to four groups. Each group read versions of the same two informational passages and answered comprehension test items targeting factual recall and inferences of causal content.

This study employed an adapted alternating treatments single-case design to explore students’ learning of biology content when using a general note-taking (GNT) strategy and a content-specific graphic organizer (CGO) to support reading high school biology texts. The 4 focal participants were 15–18-year-olds committed to a moderate risk juvenile justice facility.