All reading reviews

Reading – Index of All Research Reviews

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Reading
Index
K-3
4-6
7-8
9-12
Diverse Learner
Meta-analysis

The List of All Reading Reviews This page functions as an index of all the reviews of scientifically based research studies about reading strategies.

Reviewers selected the following reading topics, upon which the Content Network research articles focus. Use the following topic links to jump to the applicable reviews. (Reviews may be listed under multiple topics.) Clicking the titles of reviews takes you to grade-level web pages for additional information.

On this page, the order of reviews is by the following menu. Where a category has multiple reviews, the order is by grade level.

• Comprehension
– Cooperative Strategies – Strategy Instruction – Text Structure – Graphic Organizers – Think Aloud	– Skills Instruction – Questioning Strategies – Activating Background Knowledge – Discussion – Miscellaneous
• Fluency
• Phonemic Awareness
• Phonics
• Vocabulary
• Meta-Analyses/Literature Reviews

Adams, Carnine, & Gersten. Instructional strategies for studying content area texts in the middle grades. Read full review, reading_4-6_55. 4-6. DL
Alexander & Judy. The interaction of domain-specific and strategic knowledge in academic performance. Read full review, reading_7-8_62. 7-8. 9-12. meta-. DL
Alfassi. Reading for meaning: The efficacy of reciprocal teaching in fostering reading comprehension in high school students in remedial reading classes. Read full review, reading_9-12_33. 9-12
Alvermann. The compensatory effect of graphic organizers on descriptive text. Read full review, reading_9-12_48. 9-12
Alvermann & Hynd. Effects of interactive discussion and text type on learning counterintuitive science concepts. Read full review, reading_9-12_17. 9-12
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. 4-6. 7-8. 9-12. DL
Andre & Anderson. The development and evaluation of a self-questioning study technique. Read full review, reading_9-12_60. 9-12
Armbruster, Anderson, & Meyer. Improving content-area reading using instructional graphics. Read full review, reading_4-6_36. 4-6
Armbruster, Anderson, & Ostertag. Does text structure/summarization instruction facilitate learning from expository text? Read full review, reading_4-6_3. 4-6
Ball & Blachman. Does Phoneme Awareness Training in Kindergarten Make a Difference in Early Word Recognition and Developmental Spelling? Read full review, reading_rf_12. K-3
Baumann. The effectiveness of a direct instruction paradigm for teaching main idea comprehension. Read full review, reading_4-6_56. 4-6
Baumann & Bergeron. Story map instruction using children's literature: Effects on first graders' comprehension of central narrative elements. Read full review, reading_rf_7. K-3
Bauman, Seifert, Russell, & Jones. Effects of think-aloud instruction on elementary students' comprehension abilities. Read full review, reading_rf_6. 4-6
Baxter, Bass & Glaser. Notebook writing in three fifth-grade science classrooms. Read full review, reading_4-6_84. 4-6
Bean & Steenwyk. The effect of three forms of summarization instruction on sixth graders' summary writing and comprehension. Read full review, reading_rf_3. 4-6
Berkowitz. Effects of instruction in text organization on sixth-grade students' memory for expository reading. Read full review, reading_4-6_40. 4-6
Boyle and Weishaar. The effect of strategic notetaking on the recall and comprehension of lecture information for high school students with learning disabilities. Read full review, reading_9-12_150. 9-12. DL
Bransford, Morris, & Stein. Spontaneous monitoring and regulation of learning: A comparison of successful and less successful fifth graders. Read full review, reading_4-6_86. 4-6
Brett, Rothlein, & Hurley. Vocabulary acquisition from listening to stories and explanations of target words. Read full review, reading_rf_5. 4-6
Bretzing & Kulhavy. Notetaking and depth of processing. Read full review, reading_9-12_64. 7-8. 9-12
Bulgren, Deshler, and Schumaker. Use of a recall enhancement routine and strategies in inclusive secondary classes. Read full review, reading_7-8_157. 7-8. DL
Bulgren, Deshler, Schumaker, Lenz. The use and effectiveness of analogical instruction in diverse secondary content classrooms. Read full review, reading_9-12_147. 9-12. DL
Bulgren, Hock, Schumaker, Deschler. The effects of instruction in a paired associates strategy on the information mastery performance of students with learning disabilities. Read full review, reading_9-12_151. 9-12
Bulgren, Schumaker, & 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. 9-12. DL
Bulgren & Lenz (a KU study). Strategic instruction in the content area. Read full review, reading_ku_180. DL
Carnine & Kinder. Teaching low-performing students to apply generative & schema strategies to narrative and expository materials. Read full review, reading_4-6_29. 4-6. DL
Carr, Dewitz, & Patberg. The effect of inference training on children's comprehension of expository text. Read full review, reading_4-6_41. 4-6
Carr & Thompson. The effects of prior knowledge and schema activation strategies on the inferential reading comprehension of children with and without learning disabilities. Read full review, reading_7-8_58. 7-8. DL
Chi, de Leeuw,, Chiu,& Lavancher. Eliciting self-explanations improves understanding. Read full review, reading_7-8_124. 7-8
Collins. Reading instruction that increases thinking abilities. Read full review, reading_4-6_38. 4-6. 7-8. 9-12
Cote, Goldman, & Saul. Students making sense of informational text: Relations between processing and representation. Read full review, reading_4-6_59. 4-6
Cramer & Smith. Technology's impact on student writing at the middle school level Read full review, reading_7-8_88. 7-8
Cunningham. Explicit vs. Implicit Instruction in Phonemic Awareness. Read full review, reading_rf_10. K-3
Dahl, K. & Scharer, P. Phonics teaching and learning in whole language classrooms: New evidence from research. Read full review, reading_k-3_133. K-3
Dalton, Tivnan, Keohane, Rawson, Dias. Revealing competence: Fourth-grade students with and without learning disabilities show what they know on paper-and-pencil and hands-on performance assessments. Read full review, reading_4-6_157. 4-6. DL
Darch, Carnine, & Kameenui. The role of graphic organizers and social structure in content area instruction. Read full review, reading_4-6_39. 4-6
Davey & McBride. Effects of question-generation training on reading comprehension. Read full review, reading_4-6_13. 4-6
DeLaPaz & Graham. Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. Read full review, reading_7-8_103. 4-6. 7-8. DL
Denner. Comparison of the effects of episodic organizers and traditional notetaking on story recall. Read full review, reading_7-8_65. 7-8. DL
Deno, Kim, Diment, & Rogers. Comparison of reading intervention approaches for students with mild disabilities. Read full review, reading_4-6_150. 4-6. DL
Dixon-Krauss. "Partner reading and writing: Peer social dialogue and the zone of proximal development." Read full review, reading_k-3_182. K-3
Dole, Brown, & Trathen. The effects of strategy instruction on the comprehension performance of at-risk students. Read full review, reading_4-6_5. 4-6. DL
Dole, Valencia, Greer, & Wardrop. Effects of two types of prereading instruction on the comprehension of narrative and expository text. Read full review, reading_4-6_4. 4-6
Duin & Graves. Intensive vocabulary instruction as a prewriting technique. Read full review, reading_7-8_21. K-3. 7-8
Elbaum, Vaughn, Hughes, & Moody. How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research. Read full review, reading_k-3_153. meta-. DL
Eldredge. Increasing the Performance of Poor Readers in the 3 rd Grade with a Group Assisted Strategy. Read full review, reading_rf_9. K-3
Fall, Webb, & Chudowsky. Group discussions and large-scale language arts assessments: Effects on students' comprehension. Read full review, reading_9-12_18. 9-12
Foorman, Francis, Fletcher, Schatschneider, & Mehta. Role of instruction in learning to read, preventing reading failure in at-risk children. Read full review , reading_rf_16. 4-6
Franklin, Roach, Clary, & Ley. Overcoming the reading comprehension barriers of expository texts. Read full review, reading_4-6_20. 4-6
Freppon, McIntyre. A comparison of young children learning to read in different instructional settings. Read full review, reading_k-3_136. K-3
Fuchs & Fuchs. Peer-assisted learning strategies: An evidence-based practice to promote reading achievement." Read full review, reading_4-6_156. 4-6. DL
Fuchs, Fuchs, Kazdan. Effects of peer-assisted learning strategies on high school students with serious reading problems. Read full review, reading_9-12_117. 9-12. DL
Fuchs, Fuchs, Thompson, Al Otaiba, Yen, Yang, Braun, and O’Connor. Is reading important in reading-readiness programs? A randomized field trial with teachers as program implementers. Read full review, reading_k-3_142. K-3. DL
Fuchs, Fuchs, Thompson, Al Otaiba, Yen, Yang, Braun, O’Connor. Exploring the importance of reading programs for kindergarteners with disabilities in mainstream classrooms. Read full review, reading_k-3_143. K-3. DL
Gambrell & Bales. Mental imagery and the comprehension-monitoring performance of fourth-and fifth-grade poor readers. Read full review, reading_4-6_28. 4-6. DL
Gambrell, Koskinen, & Kapinus. Retelling and the reading comprehension of proficient and less-proficient readers. Read full review, reading_4-6_160. 4-6
Garner & Reis. Monitoring and resolving comprehension obstacles: An investigation of spontaneous text lookbacks among upper-grade good and poor comprehenders. Read full review, reading_4-6_23. 4-6. 7-8. 9-12
Gernsbacher, Hallada, Robertson. How automatically do readers infer fictional characters’ emotional states? Read full review, reading_9-12_152. 9-12
Gersten, R. and Baker S. Teaching expressive writing to students with learning disabilities: A meta-analysis. Read full review, reading_meta_159. 4-6. meta-. DL
Gipe. Investigating techniques for teaching word meanings. Read full review, reading_4-6_7. 4-6
Graves. Effects of direct instruction and metacomprehension training on finding main ideas. Read full review, reading_4-6_146. 4-6. 7-8. DL
Griffin & Duncan Malone. Effect of graphic organizer instruction on fifth-grade students. Read full review, reading_rf_2. 4-6
Guthrie, Wigfield, Metsala & Cox. Motivational and cognitive predictors of text comprehension and reading amount. Read full review, reading_4-6_158. 4-6
Hallenbeck, M.J. The cognitive strategy in writing: Welcome relief for adolescents with learning disabilities, Read full review, reading_7-8_120. 7-8. DL
Hare & Borchardt. Direct instruction of summarization skills. Read full review, reading_9-12_63. 9-12. DL
Havens. Project CRISS: Reading, writing and studying strategies for literature and content. Read full review, reading_4-6_106. 4-6. 7-8. 9-12
Hayes. The potential for directing study in combined reading and writing activity.Read full review, reading_7-8_42. 7-8
Hidi & Baird. Strategies for increasing text-based interest and students' recall of expository texts. Read full review, reading_4-6_8. 4-6
Holmes. The effect of states of prior knowledge on question answering. Read full review, reading_4-6_87. 4-6. DL
Hughes, C., Ruhl, K., Schumaker, J., & and Deshler, D. Effects of Instruction in an Assignment Completion Strategy on the Homework Performance of Students with Learning Disabilities in General Education Classes, Read full review, reading_7-8_111. 7-8. DL
Idol. Group story mapping: A comprehension strategy for both skilled and unskilled readers. Read full review, reading_k-3_105. K-3. 4-6
Idol, L. & Croll, V.J. Story-mapping training as a means of improving reading comprehension. Read full review, reading_k-3_113. K-3. DL
lbaum, Vaughn, Hughes, Moody. How effective are one-to-one tutoring programs in reading for elementary students at risk for reading failure? A meta-analysis of the intervention research. Read full review reading_k-3_153. K-3
Ivey & Broaddus. Just plain reading: A Survey of what makes student want to read in middle school classrooms Read full review, reading_7-8_108. 7-8. DL
Jenkins, Heliotis, Stein, & Haynes. Improving reading comprehension by using paragraph restatements. Read full review, reading_4-6_30. 4-6
Judy, Alexander, Kulikowich, & Wilson. Effects of two instructional approaches and peer tutoring on gifted and nongifted sixth-grade students; analogy performance. Read full review, reading_4-6_31. 4-6
Kameenui, Carnine, and Freschi. Effects of text construction and instructional procedures for teaching word meanings on comprehension and recall. Read full review, reading_4-6_49. 4-6
Kaminsky & Good. Toward a technology for assessing basic early literacy skills. Read full review, reading_k-3_188. K-3
Kamps, Willis, Greenwood, Thorne, Lazo, Crockett, McGonigle, & Swaggart. Curriculum influences on growth in early reading fluency for students with academic and behavioral risks. Read full review, reading_k-3_95. K-3. DL
Kolish. Effects of computer-assisted vocabulary training on word knowledge. Read full review, reading_9-12_14. 9-12
Kucan & Beck. Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction. Read full review, reading_meta_35. 4-6. 7-8. 9-12. meta-. DL
Kuhn & Stahl. Teaching children to learn word meanings from context: A synthesis and some questions. Read full review, reading_meta_19. 4-6. 7-8. 9-12. meta-. DL
Lane, O'Shaughnessy, Lambros, Gresham, & Beebe-Frankenberger. The efficacy of phonological awareness training with first-grade students who have behavior problems and reading difficulties. Read full review, reading_k-3_97. K-3
Lee. Is October Brown Chinese? A cultural modeling activity system for underachieving students. Read full review, reading_4-6_51. 9-12
Lenz, Alley, & Schumaker (a KU study). Activating the inactive learner: Advance organizers in the secondary content classroom. Read full review, reading_ku_178 or reading_9-12_178 . 9-12. DL
Leslie & Allen. Factors that predict success in an early literacy intervention project. Read full review, reading_k-3_151. K-3. DL
Levin et al. A comparison of semantic-and mnemonic-based vocabulary-learning strategies. Read full review, reading_4-6_44. 4-6
Levin, Levin, Glasman, & Nordwall. Mnemonic vocabulary instruction: additional effectiveness evidence. Read full review, reading_rf_19. 4-6. 7-8
Ligas (The School Board of Broward County, Florida). Evaluation of Broward County Alliance of Quality Schools Project. Read full review, reading_4-6_89. 4-6. DL
Linan-Thompson, Hickman-Davis. Supplemental reading instruction for students at risk for reading disabilities: Improve reading 30 minutes at a time. Read full review, reading_k-3_155. K-3. DL
Lipson, Mosenthal, Daniels, & Woodside-Jiron. Process writing in the classrooms of eleven fifth-grade teachers with different orientations to teaching and learning. Read full review, reading_4-6_85. 4-6
Lundberg, Rost, Peterson. Effects of an extensive program for stimulating phonological awareness in preschool students. Read full review, reading_rf_14. 4-6
Lysynchuk, Pressley, & Vye. Reciprocal teaching improves standardized reading comprehension performance in poor comprehenders. Read full review, reading_rf_4 (also reading_4-6_26) . 4-6. 7-8. DL
Margosein, Pascarella, & Pfaum. The effects of instruction using semantic mapping on vocabulary and comprehension. Read full review, reading_7-8_37. 7-8. DL
Mathes, Howard, Allen, Fuchs. "Peer-assisted learning strategies for first-grade readers: Responding to the needs of diverse learners. Read full review, reading_k-3_145. K-3. DL
McCormick, C. and Levin, J. A comparison of different prose-learning variations of the mnemonic keyword method. Read full review, reading_7-8_160. 7-8
McKeown, Beck, Omanson, & Pople. Some effects of the nature and frequency of vocabulary instruction on the knowledge and use of words. Read full review, reading_rf_17. 4-6
McNamara, Kintsch, Songer, Butler & Kintsch. Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text. Read full review, reading_7-8_52. 7-8. 9-12
Morgan, Wilcox, Eldredge. Effect of difficulty levels on second-grade delayed readers using dyad reading." Read full review, reading_k-3_137. K-3. DL
Morocco, Hindin, Mata-Aguilar, & Clark-Chiarelli. Building a deep understanding of literature with middle-grade students with learning disabilities. Read full review, reading_7-8_81. 7-8. DL
Morris, Bloodgood, Perney. Kindergarten predictors of first and second grade reading achievement. Read full review , reading_k-3_184. K-3
Notari-Syverson & Vadasy. First-grade effects of teacher-led phonological activities in kindergarten for children with mild disabilities: A follow-up study. Read full review, reading_k-3_154. K-3. DL
O’Connor, Notari-Syverson, Vadasy. Ladders to Literacy; The Effects of Teacher Led Phonological Activities for Kindergarten Children With and Without Disabilities. Read full review, reading_k-3_158. DL
O’Conner, Notari-Syverson, Vadasy. First Grade Effects of Teacher-Led Phonological Activities in Kindergarten for children with Mild Disabilities: A Follow-up Study. Read full review, reading_rf_11. K-3. DL
Pavonetti, Brimmer, & Cipielewski. Accelerated reader: What are the lasting effects on the reading habits of middle school student exposed to Accelerated Reader in elementary grades? Read full review, reading_7-8_90. 7-8
Pelow & McVey Colvin. PQ4R as it affects comprehension of social studies reading material. Read full review, reading_4-6_24. 4-6
Peters & Levin. Effects of a mnemonic imagery strategy on good and poor readers' prose recall. Read full review, reading_4-6_25. 4-6. 7-8. DL
Pinnell, Lyons, DeFord, Bryk. Seltzer. Comparing instructional models for the literacy education of high risk first graders. Read full review, reading_k-3_148. K-3. DL
Policy Studies Associates, Inc. A Validation Report on Read 180: A Print and Electronic Adaptive Intervention Program Grades 4 and Above. Read full review, reading_3-5_170. 4-6
Qi & O’Connor. Comparison of phonological training procedures in kindergarten classrooms. Read full review, k-3_158. K-3
Raphael & McKinney. An examination of fifth- and eighth-grade children's question-answering behavior: An instructional study in metacognition. Read full review, reading_4-6_47. 4-6. 7-8
Raphael & Pearson. Increasing students' awareness of sources of information for answering questions. Read full review, reading_rf_1. 4-6
Rashotte, MacPhee, & Torgesen. The effectiveness of a group reading instruction program with poor readers in multiple grades. Read full review, reading_4-6_14. 4-6. DL
Rasinski, Oswald. Making and writing words: Constructivist word learning in a second grade classroom. Read full review, reading_k-3_18. K-3
Reutzel. Investigating a synthesized comprehension instructional strategy: The cloze story map. Read full review , reading_4-6_12. 4-6
Reynolds, Taylor, Steffensen, Shirey, & Anderson. Cultural schemata and reading comprehension. Read full review, reading_7-8_61. 7-8
Richgels, McGee, Lomax, & Sheard. Awareness of four text structures: Effects on recall of expository text. Read full review, reading_4-6_9. 4-6
Rinehart, Stahl, & Erickson. Some effects of summarization training on reading and studying. Read full review, reading_4-6_27. 4-6
Rosenshine & Meister. Reciprocal teaching: A review of the research. Read full review, reading_4-6_34 (meta-analysis). 4-6. 7-8. meta-. DL
Rosenshine, Meister, & Chapman. Teaching students to generate questions: A review of the intervention studies. Read full review, reading_4-6_32. 4-6. 7-8. 9-12
Rowe & Rayford. Activating background knowledge in reading comprehension assessment. Read full review, reading_4-6_10. 4-6. 9-12. meta-
Saenz and Fuchs. Examining the reading difficulty of secondary students with learning disabilities - Expository versus narrative text. Read full review, reading_9-12_149. 9-12. DL
Santa & Hoien. An assessment of early steps: A program for early intervention of reading problems. Read full review, reading_rf_15. 4-6
Schaltz & Baldwin. Context clues are unreliable predictors of word meanings. Read full review, reading_9-12_2. 9-12
Schmaker, Deshler, & McKnight (a KU study). Teaching routines for content areas at the secondary level. Read full review, reading_ku_176. DL
Schunk & Rice. Strategy fading and progress feedback: Effects on self-efficacy and comprehension among students receiving remedial reading services. Read full review, reading_4-6_15. 4-6. DL
Scott, Jamieson-Noel, & Asselin. Vocabulary instruction throughout the day in twenty-three upper-elementary classrooms. Read full review, reading_4-6_83. 4-6. 7-8
Singer & Donlan. Active comprehension: Problem-solving schema with question generation for comprehension of complex short stories. Read full review, reading_9-12_43. 9-12
Sjostrom & Hare. Teaching high school students to identify main ideas in expository text. Read full review, reading_9-12_16. 9-12
Stahl & Fairbanks. The effects of vocabulary instruction: A model-based meta-analysis. Read full review, reading_4-6_54. 4-6. 7-8. 9-12. meta-
Stahl, Hynd, Britton, McNish, & Bosquet. What happens when students read multiple source documents in history? Read full review, reading_9-12_11. 9-12
Sturm & Rankin-Erickson. Effects of hand-drawn and computer-generated concept mapping on the expository writing of middle school students with learning disabilities. Read full review, reading_7-8_158. 7-8. DL
Symons, MacLatchy-Gauget, Stone, & Reynolds. Strategy instruction for elementary students searching informational test. Read full review, reading_3-5_110. 4-6
Taylor & Beach. The effects of text structure instruction on middle-grade student comprehension and production of expository text. Read full review, reading_7-8_1. 7-8
Taylor & Frye. Comprehension strategy instruction in the intermediate grades. Read full review, reading_4-6_57. 4-6
Taylor, Pearson, Peterson, Rodriguez. Reading growth in high poverty classrooms: The influence of teacher practices that encourage cognitive engagement in literacy learning. Read full review, reading_4-6_82. K-3. 4-6. DL
Topping and Paul. Computer-Assisted assessment of practice at reading: A large scale survey using Accelerated Reader data. Read full review, reading_meta_92. meta-
Topping & Sanders. Teacher effectiveness and computer assessment of reading: relating value added and learning information system data. (Accelerated Reader) Read full review, reading_4-6_93. 4-6. 7-8
Tralli, Columbo, Deshler, & Schumaker (a KU study). The Strategies Intervention Model: A model for supported inclusion at the secondary level. Read full review, reading_ku_175. 9-12. DL
Vaughn, Chard, Bryant, Coleman, Tyler, Linan-Thompson, & Kouzekanani. Fluency and comprehension interventions for third grade students. Read full review, reading _k-3_159. K-3. 4-6
Vollands, Toppings, & Evans. Computerized self-assessment of reading comprehension with the Accelerated reader. Read full review, reading_4-6_91. 4-6. DL
Wigfield, Guthrie, Tonks, & Perencevich. Children’s motivation for reading: Domain specificity and instructional influences. Read full review, reading_3-5_140. 4-6
Wong, Wong, Perry, & Saarvatsky. The efficacy of a self-questioning summarization strategy for use by underachievers and learning disabled adolescents in social studies. Read full review, reading_7-8_66. 7-8. DL
Wysocki & Jenkins. Deriving word meanings through morphological generalization. Read full review, reading_4-6_107. 4-6. 7-8
Young, Bowers, & MacKinnon. Effects of prosodic modeling & repeated reading on poor readers' fluency and comprehension. Read full review, reading_rf_8. 4-6
Zipprich, M. A. Teaching web making as a guided planning tool to improve student narrative writing. Read full review, reading_3-5_116. 4-6

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Updated 11-7-2006