Student Classification of Questions: A First Step in Question Generation
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Posted on: December 12, 2017
Teach students to classify questions about a text as higher-order or lower-order questions before generating their own questions.
9-12
Posted on: December 12, 2017
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.
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.
Identifying and Avoiding False Information: A Matter of Comprehension in the Classroom
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Posted on: August 8, 2017
A lack of comprehension and media literacy skills can lead a student to mistakenly use false information found on the web at school. Learn more about the problem and counteracting it with instruction and modeling.
Vocabulary Instruction to Support the Career Readiness of Juvenile Offenders
Deborah K. Reed, Ph.D.
Both literacy and career technical education are believed to be linked to better outcomes for juvenile offenders transitioning back to their communities after release.
Asking Questions of Readers in the Upper Grades (Fifth Grade and Up)
This organizer helps readers develop comprehension skills by learning how to ask questions and look for the answers in a text.
"Asking Questions of Readers in the Upper Grades (Fifth Grade and Up)" graphic organizer
Parent Support Checklist
This checklist outlines the steps family members can take when they have concerns regarding their child’s reading performance.
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.