University of Iowa


Readers understand and make meaning from what they read

Instruction in District-Designed Intensive Summer Reading Programs

Deborah K. Reed, Ph.D.

This study reports on the instruction provided in district-designed intensive summer reading programs. The Tier 3 intervention was provided to 374 students from 24 school districts who were not meeting the end of third-grade reading benchmarks; students were exiting third grade and entering fourth grade.

Problem-Solution Text Map Rubric

This rubric provides guidelines for providing students with targeted feedback regarding the accuracy and completion of their text maps (see PDF iconProblem-Solution Text Structure Map). This can be used as part of text structure instruction, which may improve comprehension.

PDF iconProblem-Solution Text Map Rubric

Problem-Solution Text Structure Map

A graphic organizer to help students display and organize important features from a text about a problem and solution. The graphic organizer can be used to teach text structure, which may improve comprehension.

PDF iconProblem-Solution Text Structure Map

Teacher in front of class with book

Student Generation of Higher-Order Questions

Leah Zimmermann, M.Ed.

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.

Important Elements of Literary Texts Anchor Chart

Students may use this anchor chart to formulate questions about important elements of literary texts.

PDF iconImportant 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.

PDF iconWhy is it Important to Ask Good Questions?