The University of Iowa


Readers understand and make meaning from what they read

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.

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.

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.