Effective Literacy Lesson: Making and Evaluating Predictions to Support Comprehension
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Posted on: September 24, 2019
An instructional sequence shows how to help students integrate new info with their mental representation of the text.
Literature: Key Ideas and Details
Posted on: September 24, 2019
Making and Evaluating Predictions
This graphic organizer helps students write down evidence they find in a text, make a prediction based on that evidence, write down any new evidence they find, and evaluate the prediction they made. Making predictions is a way for students to better comprehend a given text.
The Effects of a Peer-Mediated Reading Intervention on Juvenile Offenders' Main Idea Statements About Informational Text
Deborah K. Reed, Ph.D.
Many youth in the juvenile justice system with or at risk for emotional and behavioral disorders struggle with reading.
Student Generation of Higher-Order Questions
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Posted on: January 9, 2018
Generating higher-order questions about text benefits students reading comprehension and critical thinking skills. Model this skill for students and provide practice and feedback.
Revised Bloom’s Taxonomy Anchor Chart
This anchor chart (Vanderbilt University Teaching Center, 2016) illustrates and describes the levels of the Revised Bloom’s Taxonomy (Anderson & Kratwohl, 2010). Both students and teachers can use this resource.
Important Elements of Literary Texts Anchor Chart
Students may use this anchor chart to formulate questions about important elements of literary texts.
Why is it Important to Ask Good Questions? (Anchor Chart)
This anchor chart provides examples of students’ responses when asked to consider how they will use question generation inside and outside of the classroom.
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.
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.
The Effects of an Inference Making Strategy Taught With and Without Goal Setting
Deborah K. Reed, Ph.D.
This quasi-experimental study examined the effects of a strategy for making text-dependent inferences—with and without embedded self-regulation skills—on the reading comprehension of 24 middle-grade students with disabilities. Classes were randomly assigned to receive the inference intervention only (IO), inference + individual goal setting (IIG), or inference + group goal setting (IGG).