Reading 9-12 Research Reviews
  
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Reading Topics   The purpose of the Content Network's review tables is to organize the review teams' information regarding Reading research studies. The tables are works in progress; editing is in progress to streamline the data presention, and review teams are analyzing additional studies for inclusion. The table includes links to the teams' original reviews. 		 

 

Page Suggestions:
Finding
Printing

Summary Tables   The following links take you to summary tables for particular topics of interest. Bold topics, from Comprehension to Meta-analyses, have tables farther down this page. Comprehension has the added feature of separate subtopic pages, such as Skills Instruction. Each subtopic link (both in this list and in the 4th column) opens a separate page.

• Comprehension; e.g.,

Activating Background Knowledge  |  Cooperative Strategies  |  Discussion  |  Graphic Organizers  |  Miscellaneous/Other  |  Skills Instruction  |  Strategy Instruction  |  Text Structure  |  Think Aloud  |  Questioning Strategies

• Fluency
• Phonemic Awareness
• Phonics
• Vocabulary
• Meta-analyses
 
Pyramid illustrating rating levels. Reviewers' Ratings of Research   As explained in the Reading Summary page, selection of research for this database has emphasized studies meeting the definition of quality research as outlined in the federal No Child Lift Behind legislation. Remember that ratings in column 2 apply to the research design, not to the quality of the intervention studied or how powerful the method, strategy, or approach is in influencing overall student achievement. Design rating levels, as illustrated by the Gold Standard pyramid, are further explained on the Definitions page. The tables below are arranged by column 2, Design Rating, with highest ratings (or N/A) listed first.

 

Comprehension   (Top of page  •  Finding & Printing Suggestions)

Study Name
Design
Rating
Strategy, Subjects, Effects
Topics
Table information is abbreviated. Click "Read full review" links below for full citations of author and journal names and for details about the studies.

Study:
Alvermann & Hynd.

Effects of interactive discussion and text type on learning counterintuitive science concepts.

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reading_9-12_17

5

 Strategy: Determine usefulness of interactive discussion to help modify intuitive understandings of complex science concepts. Students randomly assigned to 1 of 6 conditions in a 3 x 2 factorial design. Treatment conditions: discussion web, question/answer worksheet and a control. Each student participated in large-group and small-group session. Two conditions required students to discuss in pairs. Discussion webs used to structure interactive discussions
Subjects: 86  9th graders in rural Georgia; 40% European American, 60% African-American
Results: No significance reported

Reading Topics:
• Comprehension
 – Discussion

Grades: 9-12

Keywords:
scaffolding; expository text; science

Study:
Alfassi.

Reading for meaning: The efficacy of reciprocal teaching in fostering reading comprehension in high school students in remedial reading classes.

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reading_9-12_33
5
 Strategy: Reciprocal teaching
Subjects: 75 Chapter I remedial reading freshmen from 2 suburban high schools. They were mainstreamed into regular education with average intelligence. There were considered poor comprehenders but adequate decoders.
Results: The significant improvement in reading comprehension skills in the experimental group demonstrates the effectiveness of using reciprocal teaching strategies with remedial high school students.

Reading Topics:
• Comprehension

Grades: 9-12

Keywords:
at-risk students; reciprocal teaching

Study:
Rosenshine, Meister, & Chapman.

Teaching students to generate questions: A review of the intervention studies.

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reading_4-6_32
4
 Strategy:  Generation of Questions
Subjects: The grade levels of the students in these studies ranged from third grade through college.
Results: Overall, teaching students to generate questions on the text they have read resulted in gains in comprehension, as measure by tests given at the end of the intervention. Effect size was +.36 when standardized tests were used, and +.86 when experimenter-developed comprehension tests were used.

Reading Topics:
• Comprehension
 – Questioning Strategies

Grades: 3-5, 6-8, 9-12

Keywords:
questioning; students' questions; interventions

Study:
Collins.

Reading instruction that increases thinking abilities.

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reading_4-6_38
4
 Strategy:  Thinking Abilities.
Subjects: 168 sixth and seventh graders with average grade point of 2.36 on a 4-point scale in four large metropolitan schools in the southwest
Results: Effect Size for Reading Total on ITBS= +1.11

Reading Topics:
• Comprehension
 – Strategy Instruction

Grades: 6, 8, 9

Keywords:
reasoning; thinking

Study:
Hayes.

The potential for directing study in combined reading and writing activity.

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reading_7-8_42
4

Strategy: Paraphrasing, Questioning, Comparing/Contrasting after reading
Subjects: 176 tenth-grade boys and girls from a comprehensive high school.  Students who might have difficulty reading and responding to the texts were excluded. 
Results: 176 tenth-grade boys and girls from a comprehensive high school.  Students who might have difficulty reading and responding to the texts were excluded. 

Reading Topics:
• Comprehension
 – Misc. (writing)

Grades: 9-12

Keywords:
inferencing; writing; studying

Study:
McNamara, Kintsch, Songer, Butler & Kintsch.

Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text.

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reading_7-8_52
4

Strategy:  Construction/Integration Models of Text Comprehension
Subjects: Exp 1: 36 seventh through ninth graders in Boulder, Colorado. Exp 2: 56 seventh through tenth graders
Results: Experiment 1: There are advantages for globally coherent text and for more explanatory text.
Experiment 2: Readers who know little about the domain of the text benefit from a coherent text, whereas the high-knowledge readers benefit from a minimally coherent text.

Reading Topics:
• Comprehension
 – Text Structure
 – Questioning Strategies
 – Activating Background Knowledge

Grades: 7, 8, 9

Keywords:
science; inferences; recall

Study:
Fall, Webb, & Chudowsky.

Group discussions and large-scale language arts assessments: Effects on students' comprehension.

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reading_9-12_18

4

Strategy:  Peer collaboration (group discussion) during language arts assessment
Subjects: 504 10th graders in Connecticut public schools
Results: A substantial (statistically significant difference between discussion and no discussion test results) portion of student responses presented clear evidence of improvement after discussion. The results of this analysis show that there is a positive impact on the student's understanding of the story that is evident in changes in responses that follow discussion.

Reading Topics:
• Comprehension
 – Discussion

Grades: 9-12

Keywords:
collaboration; language arts; assessment

Study:
Singer & Donlan.

Active comprehension: Problem-solving schema with question generation for comprehension of complex short stories.

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reading_9-12_43
4
 Strategy: Problem Solving/Question Generation
Subjects: Students from 3 11th-grade English classes
Results: High school students can learn to apply a problem-solving schema, combining schema-general questions to fit complex stories and a strategy of generating story-specific questions.

Reading Topics:
• Comprehension
 – Questioning Strategies
 – Text Structure

Grades: 9-12

Keywords:
story structure; questioning; schema

Study:
Alvermann.

The compensatory effect of graphic organizers on descriptive text.

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reading_9-12_48
4
 Strategy: Graphic Organizers – effect on descriptive text
Subjects: 114 tenth graders in Regents and non-Regents courses at a small city high school in upstate New York.
Results: Both skilled and unskilled readers benefited from the instruction using organizers in this study.

Reading Topics:
• Comprehension
 – Graphic Organizers
 – Text Structure

Grades: 9-12

Keywords:
mapping; visuals; narrative text;

Study:
Hare & Borchardt.

Direct instruction of summarization skills.

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reading_9-12_63
4

Strategy:  Direct instruction of summarization skills
Subjects: 44 low-income, good potential students randomly assigned. Smaller cohort of control subjects.
Results: Summarization efficiency and rule usage was significantly higher in the experimental groups. The study supports the need for direct instruction of a strategy to build students skills.

Reading Topics:
• Comprehension
 – Strategy Instruction
 – Misc. (writing)

Grades: 9-12

Keywords:
inductive teaching; deductive teaching; summarizing; direct instruction

Study:
Fuchs, L.S., Fuchs, D., & Kazdan, S.

Effects of peer- assisted learning strategies on high school students with serious reading problems.

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reading_9-12_117
Added
8-10-05
3

Strategy: Peer-Assisted Learning Strategies (PALS)
Subjects: Teachers: 18 special education and remedial reading high school teachers in 10 high schools in one metropolitan southeastern school district.
Students: 70 Resource, 32 Remedial (74 LD, 4 MMR, 2 Other disability, 22 Remedial)
Results:

Results:

.
Number of words read correctly 0.04
Number of questions answered correctly 0.34

Responses to Questionnaire:

 .

Reading in General

0.02 - 0.31

Working Hard to Become a Better Reader

0.55 - 0.78 
Working with peers 0.31 - 0.41

Reading Topics:
• Comprehension
 – Strategy Instruction
 – Cooperative Strategies

Grades: 9-12

Diverse Learners

Keywords: PALS, comprehension, fluency, diverse learners

Study:
Saenz and Fuchs.

Examining the reading difficulty of secondary students with learning disabilities - Expository versus narrative text.

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reading_9-12_149
3

Strategy: Expository vs. Narrative Text – Impact on Comprehension
Subjects: 111 high school students from six high schools in 20 remedial and special education reading classrooms located in southeastern US urban school districts. The majority of the students were served in special education settings, were African American, were boys and were in the 9 th grade.
Results: Students had more difficulty with expository text than with narrative test in terms of reading fluency and comprehension.

Reading Topics:
• Comprehension
 – Text Structure

Grades: 9-12
Diverse Learners

Keywords:
narrative; expository; inferences; fluency

Study:
Boyle and Weishaar.

The effect of strategic notetaking on the recall and comprehension of lecture information for high school students with learning disabilities.

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reading_9-12_150
3

Strategy: Strategic Note Taking
Subjects: 22 tenth through twelfth graders categorized as learning disabled, 4 categorized as educable mentally handicapped (EMR) from a large high school in a rural district bordering a large metropolitan area in the Midwest
Results: Effect Size= +.14

Reading Topics:
• Comprehension
  – Strategy Instruction

Grades: 9-12

Diverse Learners

Keywords: notetaking, learning disabled, comprehension

Study:
Bulgren, Hock, Schumaker, Deschler.

The effects of instruction in a paired associates strategy on the information mastery performance of students with learning disabilities.

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reading_9-12_151
3

Strategy: Paired Associates Strategy
Subjects: 12 high school students receiving at least 50 minutes of Special Education services per day and identified as learning disabled by district and Iowa state guidelines. 3/12 qualified for free lunch, 8/12 in resource room 1 period/day, 3/12 2-4 periods/day, 1 self-contained, 8 males, 4 females, all Caucasian.
Results: All twelve students reached mastery level criterion on tests measuring ability to learn and recall content information. Follow-up resulted in 10/12 students continuing mastery level criterion without additional instruction and practice.

Reading Topics:
• Comprehension
  – Strategy Instruction

Grades: 9-12

Keywords: learning disabilities, mnemonics, recall

Study:
Garner & Reis.

Monitoring and resolving comprehension obstacles: An investigation of spontaneous text lookbacks among upper-grade good and poor comprehenders.

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reading_4-6_23
2
 Strategy:  Rereading the text or "looking back" in order to respond to improve comprehension
Subjects: 19 fourth thru tenth graders who were considered "poor-comprehenders" (pc) attending a summer reading clinic who could decode and 19 "good comprehenders" (gc) in grades six thru eight chosen the following school year who matched the pc group
Results: Poor comprehenders mostly failed to demonstrate monitoring and mostly failed to spontaneously use look backs. The study implies that readers' knowing they did not know (an answer to the question) preceded knowing what to do to resolve the dilemma (self-monitoring before solution).

Reading Topics:
• Comprehension 
 – Strategy Instruction

Grades: 3-5, 6-8, 9-12

Keywords:
narrative text; at-risk students; strategy

Study:
Alvermann, Young, Weaver, Hinchman, Moore, Phelps, Thrash, & Zaleweski.

Middle and high school students' perceptions of how they experience text-based discussions: A multicase study

Read full review

reading_7-8_6
2

Strategy:  Researchers looked at individual roles students play in a classroom discussion and how they perceive roles. Three rounds of classroom discussions were videotaped followed by three focal group interviews. Reserachers developed a procedure for recording, triangulating, analyzing and sharing observations.
Subjects: 5 studies; each with 13 to 23 English or history students; grades 8 to 12
Results: This study supports the need for teachers to move towards student- or learning-centered instruction instead of text- or teacher-centered instruction.

Reading Topics:
• Comprehension
 – Discussion

Grades: 3-5, 6-8, 9-12

Keywords:
discussion; participation

Study:
Stahl, Hynd, Britton, McNish, & Bosquet.

What happens when students read multiple source documents in history?

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reading_9-12_11

2

Strategy: Students read documents on controversial incident in U.S. history; asked to describe or to develop opinion. Read text; selected options for more info (primary & tertiary sources, pro and anti the topic) & for vocab explanation; recalled without looking back; did relationship task; answered questionnaire.
Subjects: 44 high-achieving students in 10th-grade Advanced Placement U.S. History
Results: Harmony between reading first and second readings was significant .79

Reading Topics:
• Comprehension
 – Text Structure

Grades: 9-12

Keywords:
primary sources; history; notetaking

Study:
Sjostrom & Hare.

Teaching high school students to identify main ideas in expository text.

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reading_9-12_16

2

Strategy: Identification of main ideas in expository text
Subjects: (19) Hispanic and African-American 9th and 10th graders
Results: Results were nonsignificant according to the authors

 

Reading Topics:
• Comprehension
 – Strategy Instruction

Grades: 9-12

Keywords:
main idea; summarizing

Study:
Andre & Anderson.

The development and evaluation of a self-questioning study technique.

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reading_9-12_60
2
 Strategy: Self-questioning
Subjects: First study - 29 seniors; second study 81 juniors and seniors average or above average and randomly assigned to one of the three experimental groups.
Results: The self-questioning with training showed a significant main effect for treatment. Both studies indicated that student generation of questions during study is more effective for lower verbal students than for higher verbal ability students. 		Reading Topics:
•   Comprehension
 – Questioning Strategies
 – Strategy Instruction
 – Text Structure

Grades: 9-12

Keywords:
student questions; prose text

Study:
Bretzing & Kulhavy.

Notetaking and depth of processing.

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reading_9-12_64
2

Strategy:  Note taking skills
Subjects: 180 male and female junior and senior high student volunteers
Results: The notes are worthwhile only if the notes are of a semantic nature, which increases the depth at which material is processed and strengthening memory recall.

Reading Topics:
• Comprehension
 – Strategy Instruction

Grades: 9-12

Keywords:
notetaking; prose text

 

Study:
Gernsbacher, Hallada, Robertson.

How automatically do readers infer fictional characters’ emotional states?

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reading_9-12_152
2

Strategy: Automatic inferences using divided attention tasks
Subjects: Experiment 1: 880 Native American English speakers participated to receive extra credit in an introductory psychology class.
Experiment 2: 80 Native American English speakers participated to receive cash payment.
Experiment 3: 80 Native American English speakers participated to receive extra credit in an introductory psychology class.
Experiment 4: 92 Native American English speakers participated to receive cash payment.
Results: The experiments support the researchers’ hypothesis that readers activate knowledge about human emotions; they also support that many of the processes and mechanisms involved in reading comprehension are general cognitive processes and mechanisms.

Reading Topics:
• Comprehension
 – Activating Background Knowledge

Grades: 9-12, college

Keywords: comprehension, inferencing, characters

Study:
Lenz, K., Alley, G.R, & Schumaker, J. B. (a KU study)

Activating the inactive learner: Advance organizers in the secondary content classroom.

Read full review

reading_ku_178
Added
8-10-05
2

Strategy: Advance organizers
Subjects: Seven regular secondary content teachers with an age rage of 25 to 37, number of years of teaching experience from 3 to 14 years, and from subjects: American History, English, Physical Science, General Science, Geography, and Biology ($50 incentive).
Seven LD adolescents: two female and five male; six white, one black; age range from 16 to 19; four were sophomores, two were juniors, and one was a senior; IQ ranges from 87 to 109 and reading scores from 4.2 to 7.0; all were resource students ($10 incentive).
Results: When tested orally, students aided by grapic organizers recalled more relevant information.

Reading Topics:
• Comprehension
 – Strategy Instruction
 – Activating Background Knowledge

Grades: 9-12

Diverse Learners

Keywords: student retention, advance organizers

Study:
Bulgren, J., Schumaker, J., & Deshler, D.

Effectiveness of a concept teaching routine in enhancing the performance of LD students in secondary-level mainstream classes.

Read full review

reading_ku_179
Added
3-11-06
2

Strategy: Concept Diagrams and Concept Teaching Routine
Subjects: 475 9th-12th grade students from two districts: a suburban area of northeast Kansas & an urban area of northwest Missouri.
23 classes taught by the 7 teachers.
32 students with learning disabilities.

Results: Effect Size -
 LD students   +1.18
Non LD students   +1.07

Reading Topics:
• Comprehension
 – Strategy Instruction
 – Graphic Organizers

Grades: 9-12
Diverse Learners

Keywords: advanced organizers, concepts

Study:
Tralli, R., Columbo, B., Deshler, D. & Schumaker, J. (a KU study)

The Strategies Intervention Model: A model for supported inclusion at the secondary level.

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reading_ku_175
Added
9-1-05
1.5

Strategy: Intervention model for inclusion at the secondary level (SIM)
Subjects: Students in the Wethersfield Public Schools were introduced to the SIM model in 1988. Multiple teachers and schools were involved in the application of the model in special and general education programs. After 7 years the SIM model is embedded in the educational system.
Clayton High School in Clayton, Missouri had six freshmen students diagnosed with learning and language disabilities planning to enter high school in the fall. Clayton High School was in the process of eliminating all basic or low-track courses. Teachers were concerned with how these students would handle regular classes.
Results: Successful inclusion of students with learning disabilities into general education classes was evident only when the instructional conditions were supported by both the resource teachers and the general education teacher in the case study.

Reading Topics:
• Comprehension
 – Strategy Instruction
 – Misc/Other

Grades: 9-12

Diverse Learners

Keywords: Teaching interventions

Study:
Lee.

Is October Brown Chinese? A cultural modeling activity system for underachieving students.

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reading_4-6_51
1
 Strategy:  Cultural Modeling Project
Subjects: Intact class taught by the researcher at an all-African American high school; 69% were from low-income families.
Results: Despite low scores on standardized reading tests, under-achieving students are capable of higher order thinking and application of this skill to literature.

Reading Topics:
• Comprehension
 – Questioning Strategies
 – Misc.

Grades: 9-12

Keywords:
low ability students; scaffolding; modeling

Study:
Havens.

Project CRISS: Reading, writing and studying strategies for literature and content.

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reading_4-6_106
1
 Strategy: CRISS
Subjects: CRISS developmental site (Kalispell, MT.) and two replication sites. Grades 4, 6, 8, and 11. Note: no description of participant or demographics.
Results: Significant gains were made by each of the Project CRISS groups at each site. Students in CRISS groups were able to recall twice as much information as students in the control group. Students' posttesting paragraphs explaining what they did to read and learn differed. Experimental students used a rich assortment and often used multiple strategies.

Reading Topics:
• Comprehension
 – Strategy Instruction

Grades: 4, 6, 8, 11

Keywords: recall, reading strategies, organization, memory, vocabulary, writing strategies

Study:
Rowe & Rayford.

Activating background knowledge in reading comprehension assessment.

Read full review

reading_4-6_10
Meta-analysis
Strategy:  Schema elaboration in response to purpose questions
Subjects: 24 first graders, 28 sixth graders from intact elementary classes, and 22 tenth graders selected by high school administrators as a cross-section of the academic abilities from 2 schools in a small-city school district in south-central Indiana. Most were from white, middle-income families.
Results: Students at all grade levels were able to use purpose questions to activate background knowledge and make prediction about passage content. Content information activated was dependent upon student familiarity with the topic or on the number of familiar concepts also presented in the purpose question. Schema elaboration in the responses appeared to vary by purpose question. First graders tended to tell stories when asked to predict passage content. Sixth and tenth grade responses were found to be dependent upon the purpose question asked.

Reading Topics:
• Comprehension
 – Activating Background Knowledge

Grades: 1, 6, 10

Keywords:
purpose questions; genre clues; topic familiarity

Study:
Alexander & Judy.

The interaction of domain-specific and strategic knowledge in academic performance.

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reading_7-8_62
Literature Review

Strategy:  Domain-specific and strategic knowledge in academic performance
Subjects: N/A (literature review)
Results: N/A

Reading Topics:
• Comprehension
  – Activating Background Knowledge
  – Think Aloud

Grades: 7+

Keywords: background knowledge, schema, metacognition

Study:
Kucan & Beck.

Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction.

Read full review

reading_meta_35

Literature
Review

 Summary: [The study] suggests that thinking aloud has been an important pradigm for research in reading comprehension and reading comprehension instruction. It also suggests that thinking aloud will continue to play an important role in future research directed toward investigating social constructivist models for reading comprehension instruction.

Reading Topics:
• Comprehension
 – Think Aloud
 – Strategy Instruction
 – Literature Review

Grades: 3-5, 6-8

Keywords:
inquiry; modeling

Fluency

No studies currently listed

Phonemic Awareness

No studies currently listed

Phonics

No studies currently listed

Vocabulary   (Top of page  •  Finding & Printing Suggestions)

Study Name
Design
Rating
Strategy, Subjects, Effects
Topics
Table information is abbreviated. Click "Read full review" links below for full citations of author and journal names and for details about the studies.

Study:
Bulgren, Deshler, Schumaker, Lenz.

The use and effectiveness of analogical instruction in diverse secondary content classrooms.

Read full review

reading_9-12_147
3-4

Strategy: Analogical Instruction: Concept Anchoring Table and Routine
Subjects: Study 1: 83 high school high achievers, normal achievers and low achievers and Learning Disabled students from 3 Midwest suburban schools districts enrolled in Investigative Science Skills
Study 2; 10 secondary teachers in two school districts in suburban Kansas and one class for each teacher for a total of 193 students.
Study 3: One of 10 teachers of seventh grade general education life science class from Study 2 and 18 students in that class
Results: Use of Concept Anchoring Routine to teach difficult concepts resulted in significantly better student performance on tests.
ES = .99

Reading Topics:
• Comprehension
 – Strategy Instruction

Diverse Learners

Grades: 9-12

Keywords:
content areas; science; social studies; analogies; Concept Routine Anchoring

Study:
Schaltz & Baldwin.

Context clues are unreliable predictors of word meanings.

Read full review

reading_9-12_2
3
 Strategy: Context Clues
Subjects: Exp 1–53  10th graders and 48 11th graders in a Florida private school middle/upper-middle class
Exp 2–39  11th graders in a Florida private school middle/upper-middle class
Exp 3–84  10th and 11th graders in private Hebrew Day School in Florida
Results: None of the experiments showed a statistically significant effect due to the context.

Reading Topics:
• Vocabulary

Grades: 10, 11

Keywords:
context clues

Study:
Kolish.

Effects of computer-assisted vocabulary training on word knowledge

Read full review

reading_9-12_14
2
 Strategy: Word Attack! Software program
Subjects: (171) 11th graders in rural central Pennsylvania
Results: The results of the study demonstrated that students who used a modified mixed approach, that is, one that provides sentence context, definitional or synonym clues, and optional word choices, learned more words than did students who received definitional information only.		 Reading Topics:
•   Vocabulary

Study:
Stahl & Fairbanks.

The effects of vocabulary instruction: A model-based meta-analysis.

Read full review

reading_4-6_54
Meta-analysis
4
Strategy:  Vocabulary Instruction
Subjects: NA
Results: Vocabulary instruction does appear to have a significant effect on the comprehension of passages containing taught words (effect sizes averaged +.97*) and passages not necessarily containing taught words (effect size +.30)

Reading Topics:
• Vocabulary

Keywords:
definitions; context

Study:
Kuhn & Stahl.

Teaching children to learn word meanings from context: A synthesis and some questions.

Read full review

reading_meta_19

Meta-
analysis

 Summary: What do fourteen studies show about approaches aimed at teaching children to be more efficient at learning words from context? Does teaching the use of context clues make sensible use of limited time available for reading instruction?

Reading Topics:
• Vocabulary

Keywords:
context; word meaning

Note: The Iowa Department of Education does not recommend the adoption of any program, strategy, practice or routine reviewed on this site. Information on this site should be viewed as information for use by districts and staff development providers as they plan staff development programs aimed at increasing the achievement of all their students.

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Path: State of Iowa > Educate > PK-12 Education > Educator Quality > Professional Development > Iowa Professional Development for Student Achievement > Content Network > Reading 9-12

Updated 11-7-2006

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 * When effect sizes are averaged the results are more prone to error.