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Direct linkStevens, Elizabeth A.; Park, Sunyoung; Vaughn, Sharon – Remedial and Special Education, 2019
This systematic review examines the effects of summarizing and main idea interventions on the reading comprehension outcomes of struggling readers in Grades 3 through 12. A comprehensive search identified 30 studies published in peer-reviewed journals between 1978 and 2016. Studies included struggling reader participants in Grades 3 through 12;…
Descriptors: Reading Difficulties, Elementary School Students, Secondary School Students, Expository Writing
Peer reviewedFeldt, Ronald C.; Feldt, Rebecca A.; Kilburg, Kristine – Reading Psychology, 2002
Examines acquisition, maintenance, and transfer of a questioning strategy in second- and third-grade students using a multiple-baseline design. Indicates that knowledge of text structure increased and that students could reliably differentiate text structure. Describes the establishment of a 4-week procedure for integrating the questioning…
Descriptors: Curriculum Development, Grade 2, Grade 3, Instructional Effectiveness
Balajthy, Ernest; Weisberg, Renee – 1990
A study investigated the influence of key factors (general comprehension ability, prior knowledge of passage topic, interest in passage topic, and locus of control) on training at-risk college students in the use of graphic organizers as a cognitive learning strategy. Subjects, 60 college freshmen required to take a developmental reading/study…
Descriptors: College Freshmen, Graphic Organizers, High Risk Students, Higher Education
Riggs, Ernestine G.; Gil-Garcia, Ana – 2001
Although middle and high school teachers rightfully view the teaching of subject-area content as their primary responsibility, there is an increasing recognition that they must also play an active role in ensuring that students are not left behind because of reading problems. This report emphasizes that middle and high school teachers do not need…
Descriptors: Classroom Techniques, High Schools, Inferences, Instructional Effectiveness
Armstrong, James O. – 1993
One way that teachers can assist students to learn from their textbooks is through the use of verbal-spatial representations of text structure. This report offers teachers and teacher educators information about learning to make idea maps for instructional use with elementary science texts. Idea maps, which are verbal-spatial representations of…
Descriptors: Content Area Reading, Elementary Education, Elementary School Science, Graphic Organizers
Meltzer, Julie; Hamann, Edmund T. – Education Alliance at Brown University, 2005
Today, English language learners (ELLs) represent an increasing proportion of U.S. middle and high school enrollment. As a result, mainstream content-area teachers are more likely than ever to have ELLs in their classrooms. At the same time, education policymakers and researchers are increasingly calling for improved academic literacy development…
Descriptors: English (Second Language), Second Language Learning, Adolescents, Literacy
