The University of Iowa


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.

Reading Practices in the Juvenile Correctional Facility Setting: Incarcerated Adolescents Speak Out

Deborah K. Reed, Ph.D.

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 Peer Mediated Academic Interventions for Secondary Struggling Learners

Deborah K. Reed, Ph.D.

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.

An Examination of Text Complexity as Characterized by Readability and Cohesion

Deborah K. Reed, Ph.D.

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.

A Comparison of General and Content-Specific Literacy Strategies for Learning Science Content

Deborah K. Reed, Ph.D.

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.

Research-Based Lessons That Support Student Independent Reading in Social Studies

Deborah K. Reed, Ph.D.

High school social studies teachers face unique challenges in helping their students learn independently from text in their discipline. In this article, a set of research-based practices that couple independent student reading with high-quality instruction proven to improve content learning for high school nonnative English speakers is provided.