The University of Iowa

Comprehension

Readers understand and make meaning from what they read

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.

The Argument Against Accelerated Reader

Deborah K. Reed, Ph.D.

Addresses a concern that integrating packaged technology (such as Accelerated Reader) is taking precedence over maintaining theoretically sound instructional practices. Addresses several arguments against the use and effectiveness of the Accelerated Reader program.

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.

Adult using dialogic reading with child

Dialogic Reading: Having a Conversation about Books

By:  
Jessica Sidler Folsom, Ph.D.

Posted on: January 3, 2017
When facilitated with various levels of questions, dialogic reading encourages an interactive dialogue about a text being read by an adult to children.

Girl reading book outdoors

The Importance of Active Reading

By:  
Deborah K. Reed, Ph.D.

Posted on: September 27, 2016
Active reading allows students to build reading skills. Learn steps teachers can take to help students experience success with independent active reading.