References
PREVIEW
Wilhelm, J. D. (2012). From the known to the new: Building background before and during reading. In Enriching comprehension with visualization strategies (pp. 72-95). New York, NY: Scholastic, Inc.
FORMAL
Hibbing, A. N., & Rankin-Erickson, J. L. (2003). A picture is worth a thousand words: Using visual images to improve comprehension for middle school struggling readers. The Reading Teacher, 56(8), 758-769.
Klingner, J. K. & Vaughn, S. (1999). Promoting reading comprehension, content learning, and English acquisition through Collaborative Strategic Reading (CSR). The Reading Teacher, 52(7), 738-747.
McLaughlin, M., & Allen, M.B. (2002). Story Impressions. In Guided comprehension: A teaching model for grades 3-8 (pp. 194-195). Newark, DE: International Reading Association.
Wilhelm, J. D. (2012). From the known to the new: Building background before and during reading. In Enriching comprehension with visualization strategies (pp. 77, 94). New York, NY: Scholastic, Inc.
OUR OWN IDEAS
Thang, G. A. (2012, May 15). 45. WALT WHITMAN: O me! O life! Retrieved from http://zenpencils.com/comic/45-walt-whitman-o-me-o-life/
Thang, G. A. (2012, July 3). 60. ROBERT FROST: The road not taken. Retrieved from http://zenpencils.com/comic/60-robert-frost-the-road-not-taken/
Thang, G. A. (2013, January 15). 99. EMILY DICKINSON: A bird came down the walk. Retrieved from http://zenpencils.com/comic/99-emily-dickinson-a-bird-came-down-the-walk/
Stein, G. & Congdon, L. (2013). Tender buttons: Objects. Chronicle Books.
Wilhelm, J. D. (2012). From the known to the new: Building background before and during reading. In Enriching comprehension with visualization strategies (pp. 72-95). New York, NY: Scholastic, Inc.
FORMAL
Hibbing, A. N., & Rankin-Erickson, J. L. (2003). A picture is worth a thousand words: Using visual images to improve comprehension for middle school struggling readers. The Reading Teacher, 56(8), 758-769.
Klingner, J. K. & Vaughn, S. (1999). Promoting reading comprehension, content learning, and English acquisition through Collaborative Strategic Reading (CSR). The Reading Teacher, 52(7), 738-747.
McLaughlin, M., & Allen, M.B. (2002). Story Impressions. In Guided comprehension: A teaching model for grades 3-8 (pp. 194-195). Newark, DE: International Reading Association.
Wilhelm, J. D. (2012). From the known to the new: Building background before and during reading. In Enriching comprehension with visualization strategies (pp. 77, 94). New York, NY: Scholastic, Inc.
OUR OWN IDEAS
Thang, G. A. (2012, May 15). 45. WALT WHITMAN: O me! O life! Retrieved from http://zenpencils.com/comic/45-walt-whitman-o-me-o-life/
Thang, G. A. (2012, July 3). 60. ROBERT FROST: The road not taken. Retrieved from http://zenpencils.com/comic/60-robert-frost-the-road-not-taken/
Thang, G. A. (2013, January 15). 99. EMILY DICKINSON: A bird came down the walk. Retrieved from http://zenpencils.com/comic/99-emily-dickinson-a-bird-came-down-the-walk/
Stein, G. & Congdon, L. (2013). Tender buttons: Objects. Chronicle Books.
DECODING VOCABULARY
Boushey, G. & Moser, J. (2009a). Ready reference form: Strategy - Use the beginning and ending sounds. In The CAFE book: Engaging all students in daily literacy assessment & instruction (p. 172). Portland, ME: Stenhouse Publishers.
Boushey, G. & Moser, J. (2009b). Ready reference form: Strategy - Blend sounds; stretch and reread. In The CAFE book: Engaging all students in daily literacy assessment & instruction (p. 173). Portland, ME: Stenhouse Publishers.
Boushey, G. & Moser, J. (2009c). Ready reference form: Strategy - Flip the sound. In The CAFE book: Engaging all students in daily literacy assessment & instruction (p. 174). Portland, ME: Stenhouse Publishers.
Boushey, G. & Moser, J. (2009d). Ready reference form: Strategy - Chunk letter and sounds together. In The CAFE book: Engaging all students in daily literacy assessment & instruction (p. 176). Portland, ME: Stenhouse Publishers.
Gill, S. R. (2007). Learning about word parts with Kidspiration. The Reading Teacher, 61(1), 79-84. Retrieved from http://proxy.geneseo.edu:2073 /ehost/pdfviewer/pdfviewer?vid=13&sid=fdacdc4d-0875-4282-8768-ab20dcfa4c49%40sessionmgr15&hid=4
Klingner, J. K. & Vaughn, S. (1999). Promoting reading comprehension, content learning, and English acquisition through Collaborative Strategic Reading (CSR). The Reading Teacher, 52(7), 738-747.
McKnight, K. S. (2010a). 33: Cyber vocabulary detective. In The teacher's big book of graphic organizers: Grades 5-12 (pp. 72-73). San Francisco, CA: Jossey-Bass.
INFORMAL
Educational Insights (n.d.). Hot dots: Laugh it up! Vocabulary cards - Context clues. CA: Educational Insights.
Edupress Inc. (n.d.). Context clues reading comprehension practice cards. Madison, WI: Edupress, Inc.
Hilburn, D. (2011, July 31). Decoding and comprehension strategies [Blog post]. First Grade Shenanigans. Retrieved from http://firstgradeshenanigans.blogspot.ie/2011/07/decoding-and-comprehension-strategies.html
Lesser (2011, November 10). Masters of prefixes, suffixes, and root words [Blog post]. Mrs. Lesser's Classroom. Retrieved from http://www.mrslesser.com/2011/11/10/hello-world/
Boushey, G. & Moser, J. (2009a). Ready reference form: Strategy - Use the beginning and ending sounds. In The CAFE book: Engaging all students in daily literacy assessment & instruction (p. 172). Portland, ME: Stenhouse Publishers.
Boushey, G. & Moser, J. (2009b). Ready reference form: Strategy - Blend sounds; stretch and reread. In The CAFE book: Engaging all students in daily literacy assessment & instruction (p. 173). Portland, ME: Stenhouse Publishers.
Boushey, G. & Moser, J. (2009c). Ready reference form: Strategy - Flip the sound. In The CAFE book: Engaging all students in daily literacy assessment & instruction (p. 174). Portland, ME: Stenhouse Publishers.
Boushey, G. & Moser, J. (2009d). Ready reference form: Strategy - Chunk letter and sounds together. In The CAFE book: Engaging all students in daily literacy assessment & instruction (p. 176). Portland, ME: Stenhouse Publishers.
Gill, S. R. (2007). Learning about word parts with Kidspiration. The Reading Teacher, 61(1), 79-84. Retrieved from http://proxy.geneseo.edu:2073 /ehost/pdfviewer/pdfviewer?vid=13&sid=fdacdc4d-0875-4282-8768-ab20dcfa4c49%40sessionmgr15&hid=4
Klingner, J. K. & Vaughn, S. (1999). Promoting reading comprehension, content learning, and English acquisition through Collaborative Strategic Reading (CSR). The Reading Teacher, 52(7), 738-747.
McKnight, K. S. (2010a). 33: Cyber vocabulary detective. In The teacher's big book of graphic organizers: Grades 5-12 (pp. 72-73). San Francisco, CA: Jossey-Bass.
INFORMAL
Educational Insights (n.d.). Hot dots: Laugh it up! Vocabulary cards - Context clues. CA: Educational Insights.
Edupress Inc. (n.d.). Context clues reading comprehension practice cards. Madison, WI: Edupress, Inc.
Hilburn, D. (2011, July 31). Decoding and comprehension strategies [Blog post]. First Grade Shenanigans. Retrieved from http://firstgradeshenanigans.blogspot.ie/2011/07/decoding-and-comprehension-strategies.html
Lesser (2011, November 10). Masters of prefixes, suffixes, and root words [Blog post]. Mrs. Lesser's Classroom. Retrieved from http://www.mrslesser.com/2011/11/10/hello-world/
SELF-MONITORING AND CORRECTING
Boushey, G. & Moser, J. (2009a). Ready reference form: Strategy - Check for understanding. In The CAFE book: Engaging all students in daily literacy assessment & instruction (p. 154). Portland, ME: Stenhouse Publishers.
Boushey, G. & Moser, J. (2009b). Ready reference form: Strategy - Monitor and fix up. In The CAFE book: Engaging all students in daily literacy assessment & instruction (p. 156). Portland, ME: Stenhouse Publishers.
Boushey, G. & Moser, J. (2009c). Ready reference form: Strategy - Ask questions throughout the reading process. In The CAFE book: Engaging all students in daily literacy assessment & instruction (p. 160). Portland, ME: Stenhouse Publishers.
Babbs, P. J. (1984). Monitoring cards help improve comprehension. The Reading Teacher, 38(2), 200-204.
Burke, J. (2007). Bookmark: Reading : Think A. In Tools & Texts for 50 Essential Lessons (p. 14). Portsmouth, NH: Firsthand Heinemann.
Klingner, J. K. & Vaughn, S. (1999). Promoting reading comprehension, content learning, and English acquisition through Collaborative Strategic Reading (CSR). The Reading Teacher, 52(7). Retrieved from http://proxy.geneseo.edu:2073/ehost/pdfviewer/pdfviewer?sid=f6824281- a74b-4af6-9a10-97de039ec8c7%40sessionmgr111&vid=8&hid=102
McGregor, T. (2007). 2: Metacognition: It's the thought that counts. In Comprehension Connections: Bridges to Strategic Reading (pp. 11-27). Portsmouth, NH: Heinemann.
McKnight, K. S. (2010b). 45-48: Bookmarks. In The teacher's big book of graphic organizers: Grades 5-12 (pp. 98-102). San Francisco, CA: Jossey-Bass.
McKnight, K. S. (2010c). 59: Fix-up strategies. In The teacher's big book of graphic organizers: Grades 5-12 (pp. 130-131). San Francisco, CA: Jossey-Bass.
McKnight, K. S. (2010d). 61: ReQuest. In The teacher's big book of graphic organizers: Grades 5-12 (pp. 134-135). San Francisco, CA: Jossey-Bass.
McLaughlin, M. & Allen, M. B. (2009). Teaching ideas and blackline masters. In Guided comprehension in grades 3-8 (2nd ed.) (pp. 219-220). Newark, DE: International Reading Association, Inc.
Myers, P. A. (2005/2006). The princess storyteller, clara clarifier, quincy questioner, and the wizard: Reciprocal teaching adapted for kindergarten students. The Reading Teacher, 59(4), 314-323.
INFORMAL
Amanda (2010, October 9). Teaching metacognition [Blog post]. One Extra Degree: Confessions of a Teach-a-holic. Retrieved from http://oneextradegree.blogspot.ca/2010/10/i-never-realized-how-much-i-was-talking.html?m=1
Noren, L. (2011, Sept 4). Confused readers meet: Fix-up bear [Blog post]. My Life As a Third Grade Teacher. Retrieved from http://www.mylifeasathirdgradeteacher.com/2011/09/confused-readers-meet-fix-up-bear.html
Zrihen (2011, October 22). Treasure tip: Reading is thinking thought bubbles!!! [Blog post]. A Teacher's Treasure. Retrieved from http://www.ateacherstreasure.com/search/label/thought%20bubbles
Boushey, G. & Moser, J. (2009a). Ready reference form: Strategy - Check for understanding. In The CAFE book: Engaging all students in daily literacy assessment & instruction (p. 154). Portland, ME: Stenhouse Publishers.
Boushey, G. & Moser, J. (2009b). Ready reference form: Strategy - Monitor and fix up. In The CAFE book: Engaging all students in daily literacy assessment & instruction (p. 156). Portland, ME: Stenhouse Publishers.
Boushey, G. & Moser, J. (2009c). Ready reference form: Strategy - Ask questions throughout the reading process. In The CAFE book: Engaging all students in daily literacy assessment & instruction (p. 160). Portland, ME: Stenhouse Publishers.
Babbs, P. J. (1984). Monitoring cards help improve comprehension. The Reading Teacher, 38(2), 200-204.
Burke, J. (2007). Bookmark: Reading : Think A. In Tools & Texts for 50 Essential Lessons (p. 14). Portsmouth, NH: Firsthand Heinemann.
Klingner, J. K. & Vaughn, S. (1999). Promoting reading comprehension, content learning, and English acquisition through Collaborative Strategic Reading (CSR). The Reading Teacher, 52(7). Retrieved from http://proxy.geneseo.edu:2073/ehost/pdfviewer/pdfviewer?sid=f6824281- a74b-4af6-9a10-97de039ec8c7%40sessionmgr111&vid=8&hid=102
McGregor, T. (2007). 2: Metacognition: It's the thought that counts. In Comprehension Connections: Bridges to Strategic Reading (pp. 11-27). Portsmouth, NH: Heinemann.
McKnight, K. S. (2010b). 45-48: Bookmarks. In The teacher's big book of graphic organizers: Grades 5-12 (pp. 98-102). San Francisco, CA: Jossey-Bass.
McKnight, K. S. (2010c). 59: Fix-up strategies. In The teacher's big book of graphic organizers: Grades 5-12 (pp. 130-131). San Francisco, CA: Jossey-Bass.
McKnight, K. S. (2010d). 61: ReQuest. In The teacher's big book of graphic organizers: Grades 5-12 (pp. 134-135). San Francisco, CA: Jossey-Bass.
McLaughlin, M. & Allen, M. B. (2009). Teaching ideas and blackline masters. In Guided comprehension in grades 3-8 (2nd ed.) (pp. 219-220). Newark, DE: International Reading Association, Inc.
Myers, P. A. (2005/2006). The princess storyteller, clara clarifier, quincy questioner, and the wizard: Reciprocal teaching adapted for kindergarten students. The Reading Teacher, 59(4), 314-323.
INFORMAL
Amanda (2010, October 9). Teaching metacognition [Blog post]. One Extra Degree: Confessions of a Teach-a-holic. Retrieved from http://oneextradegree.blogspot.ca/2010/10/i-never-realized-how-much-i-was-talking.html?m=1
Noren, L. (2011, Sept 4). Confused readers meet: Fix-up bear [Blog post]. My Life As a Third Grade Teacher. Retrieved from http://www.mylifeasathirdgradeteacher.com/2011/09/confused-readers-meet-fix-up-bear.html
Zrihen (2011, October 22). Treasure tip: Reading is thinking thought bubbles!!! [Blog post]. A Teacher's Treasure. Retrieved from http://www.ateacherstreasure.com/search/label/thought%20bubbles
IDENTIFYING IMPORTANT INFORMATION: FICTION
Boushey, G. & Moser, J. (2009). Ready reference form: Strategy-Recognize literary elements (genre, plot, character, setting, problem/resolution, theme). In The CAFE book: Engaging all students in daily literacy assessment & instruction (p. 167). Portland, ME: Stenhouse Publishers.
Fontas, I. C., & Pinnell, G. S. (2006). Chapter three: Reading is thinking: Within, beyond, and about the text. In Teaching for Comprehending and Fluency: Thinking, talking, and writing about reading, K-8. Portsmouth, NH: Heinemann.
Kissner, E. (2006). Using story elements to improve narrative structures. In Summarizing, paraphrasing, and retelling: Skills for better reading, writing, and test taking (p. 94-97). Portsmouth, NH: Heinemann.
FORMAL
Boushey, G. & Moser, J. (2009). Ready reference form: Strategy - Recognize literary elements (genre, plot, character, setting, problem/resolution, theme). In The CAFE book: Engaging all students in daily literacy assessment & instruction (p. 167). Portland, ME: Stenhouse Publishers.
Burke, J. (2007). Plot Notes. In Tools & Texts for 50 Essential Lessons (p. 61). Portsmouth, NH: Firsthand Heinemann.
Call, P. E. (1996). The witch's hat: Something new from something old. Journal of Adolescent and Adult Literacy, 39(6), 497-499. Retrieved from http://search.proquest.com/docview/216936184?accountid=11072
Fisher, D., Brozo, W.G., Frey, N, & Ivey, G. (2011). 44: Tossed Terms. In 50 Instructional Routines to Develop Content Literacy (pp. 132-134). Boston: Pearson Education, Inc.
Lesesne, T. S. (2006). Chapter 5: What can we do to follow up reading? A baker's dozen of un-book report ideas. In Naked reading: Uncovering what tweens need to become lifelong readers (pp. 83-84). Portland, ME: Stenhouse Publishers.
McKnight, K. S. (2010). 17: Topic generation: Hand model. In The teacher's big book of graphic organizers: Grades 5-12 (p 38). San Francisco, CA: Jossey-Bass.
McKnight, K. S. (2010). 41: Story board notes: Six frame. In The teacher's big book of graphic organizers: Grades 5-12 (pp. 90-91). San Francisco, CA: Jossey-Bass.
McKnight, K. S. (2010). 62: Story trails and history trails. In The teacher's big book of graphic organizers: Grades 5-12 (pp. 136-137). San Francisco, CA: Jossey-Bass.
McKnight, K. S. (2010). 83: Story Map I. In The teacher's big book of graphic organizers: Grades 5-12 (pp. 181). San Francisco, CA: Jossey-Bass.
McKnight, K. S. (2010). 84: Story Map II. In The teacher's big book of graphic organizers: Grades 5-12 (pp. 182). San Francisco, CA: Jossey-Bass.
McKnight, K. S. (2010). 87: Climax ladder. In The teacher's big book of graphic organizers: Grades 5-12 (pp. 188-189). San Francisco, CA: Jossey-Bass.
McKnight, K. S. (2010). 96: Conflict and solution organizer. In The teacher's big book of graphic organizers: Grades 5-12 (pp. 204-205). San Francisco, CA: Jossey-Bass.
McLaughlin, M., & Allen, M.B. (2002). Narrative Pyramid. In Guided comprehension: A teaching model for grades 3-8 (pp. 118-122). Newark, DE: International Reading Association.
McLaughlin, M., & Allen, M.B. (2002). Summary cubes. In Guided comprehension: A teaching model for grades 3-8 (pp. 228-229). Newark, DE: International Reading Association.
Naughton, V. M. (2008). Picture it! The Reading Teacher, 62(1), 65-68.
Porto, M. (1999). Taking the witch's hat a step further: A way to develop reading and writing skills. Journal of Adolescent and Adult Literacy, 42(4), 269-273.
Samblis, K. (2006). Think-Tac-Toe: A motivating method of increasing comprehension. The Reading Teacher, 59(7), 691-694.
Snider, G. (2013). The story coaster [Comic]. The New York Times. Retrieved from http://www.nytimes.com/interactive/2013/07/14/books/review /12snider.html?smid=tw-share&_r=0
Staal, L. A. (2000). The story face: An adaptation of story mapping that incorporates visualization and discovery learning to enhance reading and writing. The Reading Teacher, 54(1), 26-31.
Wade, E., Boon. R. T., & Spencer, G. V. (2010). Use of Kidspriation© software to enhance the reading comprehension of story grammar components for elementary-age students with specific learing disabilities. Learning Disabilities: A Contemporary Journal, 8(2), 31-41.
INFORMAL
Dye, T. (2012, July 30). TACO story [Weblog post]. Retrieved from http://mrsdyesclass.blogspot.com/2012/07/taco-story.html
Kleon, A. (2008, May 21). Maps of fictional worlds [Weblog post]. Retrieved from http://austinkleon.com/2008/05/21/maps-of-fictional-worlds/
Young, D. (2011, June 25). Five finger retell [Weblog post]. Retrieved from http://thirdgradethinkers8.blogspot.com/2011/06/five-finger-retell.html
Boushey, G. & Moser, J. (2009). Ready reference form: Strategy-Recognize literary elements (genre, plot, character, setting, problem/resolution, theme). In The CAFE book: Engaging all students in daily literacy assessment & instruction (p. 167). Portland, ME: Stenhouse Publishers.
Fontas, I. C., & Pinnell, G. S. (2006). Chapter three: Reading is thinking: Within, beyond, and about the text. In Teaching for Comprehending and Fluency: Thinking, talking, and writing about reading, K-8. Portsmouth, NH: Heinemann.
Kissner, E. (2006). Using story elements to improve narrative structures. In Summarizing, paraphrasing, and retelling: Skills for better reading, writing, and test taking (p. 94-97). Portsmouth, NH: Heinemann.
FORMAL
Boushey, G. & Moser, J. (2009). Ready reference form: Strategy - Recognize literary elements (genre, plot, character, setting, problem/resolution, theme). In The CAFE book: Engaging all students in daily literacy assessment & instruction (p. 167). Portland, ME: Stenhouse Publishers.
Burke, J. (2007). Plot Notes. In Tools & Texts for 50 Essential Lessons (p. 61). Portsmouth, NH: Firsthand Heinemann.
Call, P. E. (1996). The witch's hat: Something new from something old. Journal of Adolescent and Adult Literacy, 39(6), 497-499. Retrieved from http://search.proquest.com/docview/216936184?accountid=11072
Fisher, D., Brozo, W.G., Frey, N, & Ivey, G. (2011). 44: Tossed Terms. In 50 Instructional Routines to Develop Content Literacy (pp. 132-134). Boston: Pearson Education, Inc.
Lesesne, T. S. (2006). Chapter 5: What can we do to follow up reading? A baker's dozen of un-book report ideas. In Naked reading: Uncovering what tweens need to become lifelong readers (pp. 83-84). Portland, ME: Stenhouse Publishers.
McKnight, K. S. (2010). 17: Topic generation: Hand model. In The teacher's big book of graphic organizers: Grades 5-12 (p 38). San Francisco, CA: Jossey-Bass.
McKnight, K. S. (2010). 41: Story board notes: Six frame. In The teacher's big book of graphic organizers: Grades 5-12 (pp. 90-91). San Francisco, CA: Jossey-Bass.
McKnight, K. S. (2010). 62: Story trails and history trails. In The teacher's big book of graphic organizers: Grades 5-12 (pp. 136-137). San Francisco, CA: Jossey-Bass.
McKnight, K. S. (2010). 83: Story Map I. In The teacher's big book of graphic organizers: Grades 5-12 (pp. 181). San Francisco, CA: Jossey-Bass.
McKnight, K. S. (2010). 84: Story Map II. In The teacher's big book of graphic organizers: Grades 5-12 (pp. 182). San Francisco, CA: Jossey-Bass.
McKnight, K. S. (2010). 87: Climax ladder. In The teacher's big book of graphic organizers: Grades 5-12 (pp. 188-189). San Francisco, CA: Jossey-Bass.
McKnight, K. S. (2010). 96: Conflict and solution organizer. In The teacher's big book of graphic organizers: Grades 5-12 (pp. 204-205). San Francisco, CA: Jossey-Bass.
McLaughlin, M., & Allen, M.B. (2002). Narrative Pyramid. In Guided comprehension: A teaching model for grades 3-8 (pp. 118-122). Newark, DE: International Reading Association.
McLaughlin, M., & Allen, M.B. (2002). Summary cubes. In Guided comprehension: A teaching model for grades 3-8 (pp. 228-229). Newark, DE: International Reading Association.
Naughton, V. M. (2008). Picture it! The Reading Teacher, 62(1), 65-68.
Porto, M. (1999). Taking the witch's hat a step further: A way to develop reading and writing skills. Journal of Adolescent and Adult Literacy, 42(4), 269-273.
Samblis, K. (2006). Think-Tac-Toe: A motivating method of increasing comprehension. The Reading Teacher, 59(7), 691-694.
Snider, G. (2013). The story coaster [Comic]. The New York Times. Retrieved from http://www.nytimes.com/interactive/2013/07/14/books/review /12snider.html?smid=tw-share&_r=0
Staal, L. A. (2000). The story face: An adaptation of story mapping that incorporates visualization and discovery learning to enhance reading and writing. The Reading Teacher, 54(1), 26-31.
Wade, E., Boon. R. T., & Spencer, G. V. (2010). Use of Kidspriation© software to enhance the reading comprehension of story grammar components for elementary-age students with specific learing disabilities. Learning Disabilities: A Contemporary Journal, 8(2), 31-41.
INFORMAL
Dye, T. (2012, July 30). TACO story [Weblog post]. Retrieved from http://mrsdyesclass.blogspot.com/2012/07/taco-story.html
Kleon, A. (2008, May 21). Maps of fictional worlds [Weblog post]. Retrieved from http://austinkleon.com/2008/05/21/maps-of-fictional-worlds/
Young, D. (2011, June 25). Five finger retell [Weblog post]. Retrieved from http://thirdgradethinkers8.blogspot.com/2011/06/five-finger-retell.html
IDENTIFYING IMPORTANT INFORMATION: NON-FICTION
Guinee, K. & Eageton, M. B. (2006). Spinning straw into gold: Transforming information into knowledge during web-based research. English Journal, High School Edition, 95(4), 46-52. Retrieved from http://search.proquest.com/docview/237293157?accountid=11072
Hagaman, J. L., Luschen, K., & Reid, R. (2010). The " RAP" on Reading Comprehension. Teaching Exceptional Children, 43, 22–29.
Knipper, K. J. & Duggan, T. J. (2006). Writing to learn across the curriculum: Tools for comprehension in content area classes. The Reading Teacher, 59(5), 462-470. Retrieved from http://search.proquest.com/docview/203281315?accountid=11072
McLaughlin, M., & Allen, M.B. (2002). Bio-pyramid. In Guided comprehension: A teaching model for grades 3-8 (pp. 91-95). Newark, DE: International Reading Association.
McLaughlin, M., & Allen, M.B. (2002). Summary cubes. In Guided comprehension: A teaching model for grades 3-8 (pp. 228-229). Newark, DE: International Reading Association.
INFORMAL
BrainPOP Jr. (1999-2013). Activity: Build a table to show how supporting details are important. BrainPOP. Retrieved from http://www.brainpopjr.com /readingandwriting/comprehension/mainidea/activity/
Guinee, K. & Eageton, M. B. (2006). Spinning straw into gold: Transforming information into knowledge during web-based research. English Journal, High School Edition, 95(4), 46-52. Retrieved from http://search.proquest.com/docview/237293157?accountid=11072
Hagaman, J. L., Luschen, K., & Reid, R. (2010). The " RAP" on Reading Comprehension. Teaching Exceptional Children, 43, 22–29.
Knipper, K. J. & Duggan, T. J. (2006). Writing to learn across the curriculum: Tools for comprehension in content area classes. The Reading Teacher, 59(5), 462-470. Retrieved from http://search.proquest.com/docview/203281315?accountid=11072
McLaughlin, M., & Allen, M.B. (2002). Bio-pyramid. In Guided comprehension: A teaching model for grades 3-8 (pp. 91-95). Newark, DE: International Reading Association.
McLaughlin, M., & Allen, M.B. (2002). Summary cubes. In Guided comprehension: A teaching model for grades 3-8 (pp. 228-229). Newark, DE: International Reading Association.
INFORMAL
BrainPOP Jr. (1999-2013). Activity: Build a table to show how supporting details are important. BrainPOP. Retrieved from http://www.brainpopjr.com /readingandwriting/comprehension/mainidea/activity/
SUMMARIZING:
Boushey, G. & Moser, J. (2009). Ready reference form: Strategy - Summarize text; Include sequence of main events. In The CAFE book: Engaging all students in daily literacy assessment & instruction (p. 164). Portland, ME: Stenhouse Publishers.
Burke, J. (2007). Summary Notes. In Tools & Texts for 50 Essential Lessons (p. 77). Portsmouth, NH: Firsthand Heinemann.
Elliott, J. (2007). Summarizing with drawings: A reading comprehension strategy. Science Scope, 30(5), 23-27. Retrieved from http://proxy.geneseo.edu:2073/ehost/pdfviewer/pdfviewer?vid=8&sid=fdacdc4d-0875-4282-8768-ab20dcfa4c49%40sessionmgr15&hid=4
Frey, N., Fisher, D., & Hernandez, T. (2003). "What's the gist?" Summary writing for struggling adolescent writers, 11(2), 43-49.
Gore, M.C. (2010). Key 60: Teach Summarizing. In Inclusion Strategies for Secondary Classrooms: Keys for Struggling Learners (p. 164-165).
Thousand Oaks, CA: Corwin.
McKnight, K. S. (2010). 38: Summary organizer. In The teacher's big book of graphic organizers: Grades 5-12 (pp. 84-85). San Francisco, CA: Jossey-Bass.
McKnight, K. S. (2010). 56: Gist. In The teacher's big book of graphic organizers: Grades 5-12 (pp. 120-121). San Francisco, CA: Jossey-Bass.
Boushey, G. & Moser, J. (2009). Ready reference form: Strategy - Summarize text; Include sequence of main events. In The CAFE book: Engaging all students in daily literacy assessment & instruction (p. 164). Portland, ME: Stenhouse Publishers.
Burke, J. (2007). Summary Notes. In Tools & Texts for 50 Essential Lessons (p. 77). Portsmouth, NH: Firsthand Heinemann.
Elliott, J. (2007). Summarizing with drawings: A reading comprehension strategy. Science Scope, 30(5), 23-27. Retrieved from http://proxy.geneseo.edu:2073/ehost/pdfviewer/pdfviewer?vid=8&sid=fdacdc4d-0875-4282-8768-ab20dcfa4c49%40sessionmgr15&hid=4
Frey, N., Fisher, D., & Hernandez, T. (2003). "What's the gist?" Summary writing for struggling adolescent writers, 11(2), 43-49.
Gore, M.C. (2010). Key 60: Teach Summarizing. In Inclusion Strategies for Secondary Classrooms: Keys for Struggling Learners (p. 164-165).
Thousand Oaks, CA: Corwin.
McKnight, K. S. (2010). 38: Summary organizer. In The teacher's big book of graphic organizers: Grades 5-12 (pp. 84-85). San Francisco, CA: Jossey-Bass.
McKnight, K. S. (2010). 56: Gist. In The teacher's big book of graphic organizers: Grades 5-12 (pp. 120-121). San Francisco, CA: Jossey-Bass.
FLUENCY:
Flurkey, A. (2002). Time and tide: The dynamic nature of oral reading. Hofstra Horizons. (Spring). 13-18.
FORMAL
Boushey, G. & Moser, J. (2009). Ready reference form: Using prior knowledge to connect with text. In The CAFE book: Engaging all students in daily literacy assessment & instruction (p. 158). Portland, ME: Stenhouse Publishers.
Thoermer, A., & Williams, L. (2012). Using Digital Texts to Promote Fluent Reading. Reading Teacher, 65(7), 441-445.
INFORMAL
Reifman, S. (2012, November 18). Teaching Kids to Improve Their Reading Fluency. Retrieved from http://www.youtube.com/watch?v=5bSTUbRpVZk
Theissen. (2011, February 1). Cookie Thief: A Fluency Game [Weblog post]. Retrieved from http://thefirstgradesweetlife. blogspot.com/2011/02/very-merry-tuesday.html.
Theissen. (2011, February 1). Fluency Checklist [Weblog post]. Retrieved from http://thefirstgradesweetlife. blogspot.com/2011/02/ -merry- tuesday.html.
The Balanced Literacy Diet (2011, November 19). Fluency Phones: Amplifying Students' Voices in Oral Reading.Retrieved from: http://www.youtube.com/watch?v=3vL6lwbGRTI&list=PLC05DE60B3540C412
Flurkey, A. (2002). Time and tide: The dynamic nature of oral reading. Hofstra Horizons. (Spring). 13-18.
FORMAL
Boushey, G. & Moser, J. (2009). Ready reference form: Using prior knowledge to connect with text. In The CAFE book: Engaging all students in daily literacy assessment & instruction (p. 158). Portland, ME: Stenhouse Publishers.
Thoermer, A., & Williams, L. (2012). Using Digital Texts to Promote Fluent Reading. Reading Teacher, 65(7), 441-445.
INFORMAL
Reifman, S. (2012, November 18). Teaching Kids to Improve Their Reading Fluency. Retrieved from http://www.youtube.com/watch?v=5bSTUbRpVZk
Theissen. (2011, February 1). Cookie Thief: A Fluency Game [Weblog post]. Retrieved from http://thefirstgradesweetlife. blogspot.com/2011/02/very-merry-tuesday.html.
Theissen. (2011, February 1). Fluency Checklist [Weblog post]. Retrieved from http://thefirstgradesweetlife. blogspot.com/2011/02/ -merry- tuesday.html.
The Balanced Literacy Diet (2011, November 19). Fluency Phones: Amplifying Students' Voices in Oral Reading.Retrieved from: http://www.youtube.com/watch?v=3vL6lwbGRTI&list=PLC05DE60B3540C412
ADJUSTMENT:
Boushey, G. & Moser, J. (2009). Ready reference form: Strategy -Adjust and apply different reading rates to match text. In The CAFE book: Engaging all students in daily literacy assessment instruction (p.182). Portland, ME. Stenhouse Publishers.
Fountas, I. & Pinnell, G. (2001). Strategic actions for Sustaining Reading chart. Guided readers and writers; Teaching comprehension, genre, and content literacy. (p. 313-316). Portmouth, NH. Irene C. Fountas and Gay Su Pinnell.
Boushey, G. & Moser, J. (2009). Ready reference form: Strategy -Adjust and apply different reading rates to match text. In The CAFE book: Engaging all students in daily literacy assessment instruction (p.182). Portland, ME. Stenhouse Publishers.
Fountas, I. & Pinnell, G. (2001). Strategic actions for Sustaining Reading chart. Guided readers and writers; Teaching comprehension, genre, and content literacy. (p. 313-316). Portmouth, NH. Irene C. Fountas and Gay Su Pinnell.
ASSESSMENT:
Burke, C.L., & Goodman, Y.M., & Watson, D.J. (2005). Reading Miscue Inventory: From Evaluation to Instruction. Katonah, NY: Richard C. Owen Publishers Inc.
Fiene, J., & McMahon, S. (2007). Assessing comprehension: A classroom-based process. The Reading Teacher, 60(5), 406-417.
Kieffer, M. J., & Lesauxm N. K. (2007). Breaking down words to build meaning: Morphology, vocabulary, and reading comprehension in the urban classroom. The Reading Teacher, 61(2), 134-144.
Kissner, E. (2006). 13: Summarizing for assessment. In Summarizing, paraphrasing, and retelling: Skills for better reading, writing, and test taking (p. 138-141). Portsmouth, NH: Heinemann.
Raphae, T. E. & Au, K. H. (2005). QAR: Enhancing comprehension and test taking across grades and content areas. The Reading Teacher, 59(3), 206-221. Retrieved from http://www.reading.org/publications/journals/rt/v59/i3/
Burke, C.L., & Goodman, Y.M., & Watson, D.J. (2005). Reading Miscue Inventory: From Evaluation to Instruction. Katonah, NY: Richard C. Owen Publishers Inc.
Fiene, J., & McMahon, S. (2007). Assessing comprehension: A classroom-based process. The Reading Teacher, 60(5), 406-417.
Kieffer, M. J., & Lesauxm N. K. (2007). Breaking down words to build meaning: Morphology, vocabulary, and reading comprehension in the urban classroom. The Reading Teacher, 61(2), 134-144.
Kissner, E. (2006). 13: Summarizing for assessment. In Summarizing, paraphrasing, and retelling: Skills for better reading, writing, and test taking (p. 138-141). Portsmouth, NH: Heinemann.
Raphae, T. E. & Au, K. H. (2005). QAR: Enhancing comprehension and test taking across grades and content areas. The Reading Teacher, 59(3), 206-221. Retrieved from http://www.reading.org/publications/journals/rt/v59/i3/
* Please note that the older studies (1980s and 1990s) are the original ("landmark") studies that presented the strategy. We wanted to pinpoint - and provide - the founders and creators. Many of those strategies are referenced in more contemporary journal articles that assess its relevance in today's educational system. To see more current research that uses the studies' strategies, enter the article title into Google Scholar (http://scholar.google.com/) and click on the link "Cited by..." to view more recent articles that incorporated that specific strategy.