The University of Iowa


Plagiarism Isn’t Just an Issue for Students

Deborah K. Reed, Ph.D.

Everyone is appalled at reports of rampant cheating among high school and college students, primarily by cutting and pasting from the Internet without providing citations. There are situations in real life where an individual suffered serious consequences for plagiarizing work. Many schools incorporate such scenarios in character education programs.

Improving Comprehension for Middle and High School Students

Deborah K. Reed, Ph.D.

This chapter includes three sections addressing historical, current, and emerging issues in teaching reading comprehension to students with disabilities. The first section reviews special education law, statistics, and practices as they relate to middle and school.

RTI for Reading at the Secondary Level: Recommended Literacy Practices and Remaining Questions

Deborah K. Reed, Ph.D.

Grounded in the best current knowledge, this book shows how to implement response to intervention (RTI) in middle and high school contexts. Detailed guidelines are presented for teaching reading comprehension, vocabulary, and other aspects of literacy across the content areas, and for providing effective interventions for students who require additional support.

Bringing Literacy Strategies into Content Instruction: Professional Learning for Secondary-Level Teachers

Deborah K. Reed, Ph.D.

This document provides research-based guidance on academic literacy instruction in the content areas, specifically focusing on the effective use of text in content areas. It reviews the research evidence about content-area literacy instruction for adolescents and suggests ways teachers can use content-area texts to enable students to understand the vocabulary and concepts they contain.

Comprehension Instruction for Students With Reading Disabilities in Grades 4 Through 12

Deborah K. Reed, Ph.D.

Many students with reading difficulties in grades 4 through 12 experience challenges in understanding and learning from text. Some of these learners have demonstrated reading challenges from the early grades and have not acquired successful reading skills. Others were adequate readers in the early grades when word reading was the focus and when text complexity was minimal.