Research References

for Strategic Reading, Comprehension, and Study Skills

Adams, M.J. (1990). Thinking and learning about print. Cambridge, MA: The MIT Press.

Alvermann, D.E., & Moore, D.W. (1991). Secondary schools. In R. Barr, M.L. Kamil, P.B. Mosenthal, & P.D. Pearson (Eds.), Handbook of reading research (Vol. 2, 951-983). New York: Longman.

Anderson, R.C., & Freebody, P. (1981). Vocabulary knowledge. In J.T. Guthrie (Ed.), Comprehension and teaching: Research reviews. Newark: International Reading Association.

Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I.A.G. (1985). Becoming a nation of readers: The report of the Commission on Reading. Washington, DC: The National Institute of Education.

Anderson, R.C., & Pearson, P.D. (1984). A schema- theoretic view of basic processes in reading comprehension. In P.D. Pearson (Ed.), Handbook of reading research (255-291). New York: Longman.

Anderson, T.H., & Armbruster, B.B. (1984). Studying. In P.D. Pearson (Ed.), Handbook of reading research (657- 679). New York: Longman.

Baker, L., & Brown, A.L. (1984a). Cognitive monitoring in reading. In J. Flood (Ed.), Understanding reading comprehension (21-44). Newark, DE: International Reading Association.

Baker, L., & Brown, A.L. (1984b). Metacognitive skills in reading. In P.D. Pearson (Ed.), Handbook of reading research (353-394). New York: Longman.

Baumann, J.F. (1986). Teaching main idea comprehension. Newark, DE: International Reading Association.

Baumann, J.F. (1984). The effectiveness of a direct instruction paradigm for teaching main idea comprehension. Reading Research Quarterly, 20(1), 93-115.

Bean, T.W., & Steenwyk, F.L. (1984). The effect of three forms of summarization instruction on sixth graders' summary writing and comprehension. Journal of Reading Behavior, 16, 297-306.

Beck, I.L., McKeown, M.G., & Omanson, R.C. (1987). The effects and uses of diverse vocabulary instructional techniques. In M.G. McKeown & M.E. Curtis (Eds.), The nature of vocabulary acquisition. Hillsdale, NJ: Erlbaum.

Beck, I.L., Perfetti, C.A., & McKeown, M.G. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74, 506-521. Brown, A.L. (1980). Metacognitive development and reading. In R.J. Spiro, B.C. Bruce, & W.F. Brewer (Eds.), Theoretical issues in reading comprehension (453-481). Hillsdale, NJ: Erlbaum.

Brown, A.L., & Day, J.D. (1983). Macrorules for summarizing texts: The development of expertise. Journal of Verbal Learning and Verbal Behavior, 22(1), 1-14.

Brown, A.L., & Palincsar, A S. (1985). Reciprocal teaching of comprehension strategies: A natural history of one program to enhance learning (Tech. Rep. No. 334). Champaign: University of Illinois at Urbana-Champaign, Center for the Study of Reading.

Calfee, R.C., & Drum, P.A. (1986). Research on teaching reading. In M.C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., 804-849). New York: Macmillan Publishing Company.

Cooper, J.D. (1993). Literacy: Helping children construct meaning (2nd ed.). Boston: Houghton Mifflin Company.

Davey, B., & McBride, S. (1986). Effects of question generating training on reading comprehension. Journal of Educational Psychology, 78(4), 256-262.

Davis, F. (1971). Psychometric research in reading comprehension. In F. Davis (Ed.), Literature of research in reading with emphasis on models. Brunswick, NJ: Rutgers University Press.

Denner, P.R., & Rickards, J.P. (1987). A developmental comparison of the effects of provided and generated questions on text recall. Contemporary Educational Psychology, 12, 135-146.

Devine, T.G. (1991). Studying: Skills, strategies, and systems. In J. Flood, J.M. Jensen, D. Lapp, & J.R. Squire (Eds.), Handbook of research on teaching the English language arts (743-753). New York: Macmillan Publishing Company.

Dole, J A., Duffy, G.G., Roehler, L.R., & Pearson, P.D. (1991). Moving from the old to the new: Research on reading comprehension instruction. Review of Educational Research, 61, 239-264.

Graves, M.F. (1987). The roles of instruction in fostering vocabulary development. In M.G. McKeown & M.E. Curtis (Eds.), The nature of vocabulary acquisition (165-184). Hillsdale, NJ: Erlbaum.

Graves, M.F. (1986). Vocabulary learning and instruc- tion. Review of Research in Education, 13, 91-128.

Hansen, J. (1981). Inferential comprehension strategy for use with primary grade children. The Reading Teacher, 34, 665-669.

Hansen, J., & Pearson, P.D. (1983). An instructional study: Improving the inferential comprehension of fourth grade good and poor readers. Journal of Educational Psychology, 75(6), 821-829.

Hare, V.C., & Borchardt, K.M. (1984). Direct instruction of summarization skills. Reading Research Quarterly, 20, 62-78.

Jenkins, J., Stein, M., & Wysocki, K. (1984). Learning vocabulary through reading. American Education Research Journal, 21, 767-788.

Johnston, P. (1981). Prior knowledge and reading comprehension test bias. Unpublished doctoral dissertation, University of Illinois, Champaign.

Mandler, J.M. (1984). Stories, scripts and scenes: Aspects of schema theory. Hillsdale, NJ: Erlbaum.

Martin, M.A. (1985). Students' applications of self- questioning study techniques: An investigation of their efficiency. Reading Psychology, 6, 69-83.

Martinez, M.G., & Roser, N.L. (1991). Children's responses to literature. In J. Flood, J.M. Jensen, D. Lapp, & J.R. Squire (Eds.), Handbook of research on teaching the English language arts (643-654). New York: Macmillan Publishing Company.

Nagy, W.E. (1988). Teaching Vocabulary to Improve Reading Comprehension. Newark, DE/Urbana, IL: International Reading Association/National Council of Teachers of English.

Nagy, W.E., & Herman, P.A. (1987). Breadth and depth of vocabulary knowledge: Implications for acquisition and instruction. In M.G. McKeown & M.E. Curtis (Eds.), The nature of vocabulary acquisition (19-35). Hillsdale, NJ: Erlbaum.

Ogle, D.M. (1986). K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher, 39(6), 564-570.

Palincsar, A.S., & Brown, A.L. (1986). Interactive teaching to promote independent learning from text. The Reading Teacher, 39(8), 771-777.

Palincsar, A.S., & Brown, A.L. (1984a). A means to a meaningful end: Recommendations for the instruction of poor comprehenders. Champaign: University of Illinois at Urbana-Champaign, Center for the Study of Reading, reprint.

Palincsar, A.S., & Brown, A.L. (1984b). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 2, 117-175.

Pappas, C., & Brown, E. (1987). Learning how to read by reading: Learning how to extend the functional potential of language. Research in the Teaching of English, 21, 160-184.

Paris, S.G., Lipson, M.Y., & Wixson, K.K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8, 293-316.

Paris, S.G., Wasik, B.A., & Turner, J.C. (1991). The development of strategic readers. In R. Barr, M.L. Kamil, P. Mosenthal, & P.D. Pearson (Eds.), Handbook of Reading Research (Vol. 2, 609-640). New York: Longman.

Pearson, P.D. (1985). Changing the face of reading comprehension instruction. The Reading Teacher, 38, 724-738.

Perfetti, C. (1985). Reading ability. New York: Oxford University Press.

Pressley, M., & Harris, K.R. (1990). What we really know about strategy instruction. Educational Leadership, 48, 31-34.

Pressley, M., Johnson, C.J., Symons, S., McGoldrick, J.S., & Kurita, J.A. (1989). Strategies that improve children's memory and comprehension of text. The Elementary School Journal, 90, 3-32.

Raphael, T.E., & Wonnacott, C.A. (1985). Heightening fourth-grade students' sensitivity to sources of information for answering questions. Reading Research Quarterly, 20, 282-296.

Rinehart, S.D., Stahl, S.A., & Erickson, L.G. (1986). Some effects of summarization training on reading and studying. Reading Research Quarterly, 21, 422-438.

Robinson, F.P. (1961). Effective study (rev. ed.). New York: Harper & Row.

Rosenblatt, L. (1938/1976). Literature as exploration. New York: Modern Language Association.

Schatz, E.K., & Baldwin, R.S. (1986). Context clues are unreliable predictors of word meanings. Reading Research Quarterly, 21, 439-453.

Short, E.J., & Ryan, E.B. (1984). Metacognitive differences between skilled and less skilled readers: Remediating deficits through story grammar and attribution training. Journal of Educational Psychology, 76, 225-235.

Singer, H., & Donlan, D. (1982). Active comprehension: Problem-solving schema with question generation for comprehension of complex short stories. Reading Research Quarterly, 17, 166-186.

Stahl, S.A., & Fairbanks, M.M. (1986). The effects of vocabulary instruction: A model-based meta- analysis. Review of Educational Research, 56, 72-110.

Sternberg, R.J. (1987). Most vocabulary is learned from context. In M.G. McKeown & M.E. Curtis (Eds.), The nature of vocabulary acquisition (89-105). Hillsdale, NJ: Erlbaum.

Taylor, B.M., & Beach, R.W. (1984). Effects of text structure instruction on middle-grade students' comprehension and production of expository text. Reading Research Quarterly, 19(2), 147-161.

Walmsley, S.A., & Walp, T.P. (1990). Integrating literature and composing into the language arts curriculum: Philosophy and practice. Elementary School Journal, 90(3), 251-274.

Wells, G. (1990). Creating the conditions to encourage literate thinking. Educational Leadership, 47(6), 13-17.

Wells, G. (1986). The meaning makers: Children learning language and using language to learn. Portsmouth, NH: Heinemann.

Winograd, P.N. (1984). Strategic difficulties in summarizing text. Reading Research Quarterly, 19, 404-425.

Wixson, K.K. (1986). Vocabulary instruction and children's comprehension of basal stories. Reading Research Quarterly, 21, 317-329.


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