Readers understand and make meaning from what they read
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.
This rubric provides guidelines for providing students with targeted feedback regarding the accuracy and completion of their text maps (see 
Problem-Solution Text Structure Map). This can be used as part of text structure instruction, which may improve comprehension.
A scripted representation of an educator modeling text structure mapping for a problem-solution text. Teaching text structure may improve comprehension.
Example Scripted Think Aloud for Text Structure Mapping Instruction
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.
Many youth in the juvenile justice system with or at risk for emotional and behavioral disorders struggle with reading.
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.
Students may use this anchor chart to formulate questions about important elements of literary texts.
This anchor chart provides examples of students’ responses when asked to consider how they will use question generation inside and outside of the classroom.