Reading comprehension strategies theories, interventions, and technologies

McNamara Prelims.qxd 4/12/2007 11:20 AM Page i Reading Comprehension Strategies Theories, Interventions, and Technologies McNamara Prelims.qxd 4/12/2007 11:20 AM Page ii McNamara Prelims.qxd 4/12/2007 11:20 AM Page iii Reading Comprehension Strategies Theories, Interventions, and Technologies Edited by Danielle S McNamara University of Memphis McNamara Prelims.qxd 4/12/2007 11:20 AM Page iv Cover graphics by Randy McNamara: Randy McNamara has an MFA from Indiana University, has won numerous awards, and has shown extensively on the east and west coasts, most recently at Gallery 825 in Los Angeles He presently resides in Los Angeles with his wife and two young sons Front cover: "Moniker Mumble" (2006), 30" x 22" Acrylics, pastel, and chalk on paper Back cover: "Slogan Slur" (2006), 30" x 22" Acrylics, pastel, and chalk on paper Copyright © 2007 by Lawrence Erlbaum Associates, Inc All rights reserved No part of this book may be reproduced in any form, by photostat, microform, retrieval system, or any other means, without the prior written permission of the publisher Lawrence Erlbaum Associates, Inc., Publishers 10 Industrial Avenue Mahwah, New Jersey 07430 www.erlbaum.com Cover design by Tomai Maridou Library of Congress Cataloging-in-Publication Data Reading Comprehension Strategies: Theories, Interventions, and Technologies ISBN 978-0-8058-5966-9 — ISBN 0-8058-5966-7 (cloth) ISBN 978-0-8058-5967-6 — ISBN 0-8058-5967-5 (pbk) ISBN 978-1-4106-1666-1 — ISBN 1-4106-1666-5 (e book) Copyright information for this volume can be obtained by contacting the Library of Congress Books published by Lawrence Erlbaum Associates are printed on acid-free paper, and their bindings are chosen for strength and durability Printed in the United States of America 10 McNamara Prelims.qxd 4/12/2007 11:20 AM Page v My brother, the artist who created the cover of this book, and I, dedicate this book to the loving memory of our father, an avid reader who encouraged creativity of all kinds, both artistic and intellectual v McNamara Prelims.qxd 4/12/2007 11:20 AM Page vi McNamara Prelims.qxd 4/12/2007 11:20 AM Page vii Contents Preface xi Section I: Theories of Text Comprehension: The Importance of Reading Strategies to Theoretical Foundations of Reading Comprehension 1 An Introduction to Strategic Reading Comprehension Arthur C Graesser Comprehension in Preschool and Early Elementary Children: Skill Development and Strategy Interventions Panayiota Kendeou, Paul van den Broek, Mary Jane White, and Julie Lynch Issues of Causality in Children’s Reading Comprehension Jane Oakhill and Kate Cain A Knowledge-Based Framework for Unifying Content-Area Reading Comprehension and Reading Comprehension Strategies Michael R Vitale and Nancy R Romance Section II: Using Assessment to Guide Reading Interventions A Multidimensional Framework to Evaluate Reading Assessment Tools Joseph P Magliano, Keith Millis, Yasuhiro Ozuru, and Danielle S McNamara 27 47 73 105 107 vii McNamara Prelims.qxd 4/12/2007 11:20 AM Page viii viii CONTENTS Developing and Validating Instructionally Relevant Reading Competency Profiles Measured by the Critical Reading Section of the SAT Reasoning TestTM Arthur VanderVeen, Kristen Huff, Mark Gierl, Danielle S McNamara, Max Louwerse, and Art Graesser 137 Section III: Reading Comprehension Strategy Interventions 173 Increasing Strategic Reading Comprehension With Peer-Assisted Learning Activities Douglas Fuchs and Lynn S Fuchs Literacy in the Curriculum: Integrating Text Structure and Content Area Instruction Joanna P Williams What Brains Are For: Action, Meaning, and Reading Comprehension Arthur M Glenberg, Beth Jaworski, Michal Rischal, and Joel Levin 10 Engagement Practices for Strategy Learning in Concept-Oriented Reading Instruction John T Guthrie, Ana Taboada, and Cassandra Shular Coddington 11 Beyond Literal Comprehension: A Strategy to Promote Deep Understanding of Text Alison King Section IV: Automated Interventions to Improve Reading Comprehension Strategies 12 Web-Based Reading Comprehension Instruction: Three Studies of 3D-Readers Mina C Johnson-Glenberg 13 Visiting Joke City: How Can Talking About Jokes Foster Metalinguistic Awareness in Poor Comprehenders? Nicola Yuill 14 A Web-Based Tutoring System for the Structure Strategy: Theoretical Background, Design, and Findings Bonnie J F Meyer and Kay Wijekumar 175 199 221 241 267 291 293 325 347 McNamara Prelims.qxd 4/12/2007 11:20 AM Page ix CONTENTS 15 Guided Practice in Technology-Based Summary Writing Donna Caccamise, Marita Franzke, Angela Eckhoff, Eileen Kintsch, and Walter Kintsch 16 iSTART: A Web-Based Tutor That Teaches Self-Explanation and Metacognitive Reading Strategies Danielle S McNamara, Tenaha O’Reilly, Michael Rowe, Chutima Boonthum, and Irwin Levinstein 17 Reading as Thinking: Integrating Strategy Instruction in a Universally Designed Digital Literacy Environment Bridget Dalton and C Patrick Proctor 18 Designing a Hypermedia Environment to Support Comprehension Instruction Annemarie Sullivan Palincsar, Rand J Spiro, Linda Kucan, Shirley J Magnusson, Brian Collins, Susanna Hapgood, Aparna Ramchandran, Nancy DeFrance, and Adrienne Gelpi-Lomangino ix 375 397 421 441 Section V: Conclusion 463 19 The 4-Pronged Comprehension Strategy Framework Danielle S McNamara, Yasuhiro Ozuru, Rachel Best, and Tenaha O’Reilly 465 Author Index Subject Index 497 513 McNamara Author Index.qxd 4/12/2007 5:43 PM Page 507 AUTHOR INDEX Oakhill, J V., 29, 39, 42, 43, 45, 47, 48, 49, 50, 51, 52, 53, 54, 56, 57, 59, 61, 62, 64, 67, 68, 70, 71, 111, 134, 268, 288, 298, 323, 327, 331, 335, 338, 346, 399, 419, 468, 470, 471, 484, 492, 495 Oaster, T R., 115, 133 Ogle, D., 83, 103 Oka, E R., 49, 70 Olde, B., 97, 101 Olney, A., 5, 21, 22, 24, 26 Olson, D R., 342, 345 Oppy, B J., 270, 289, 399, 418, 470, 479, 494 Osborn, J H., 84, 100 Osguthorpe, R T., 181, 197 Ostertag, J., 202, 207, 217, 350, 371 Otero, J C., 4, 25, 97, 101, 270, 289 Outhred, L., 484, 492 Owen, R., 212, 218 Ozgungor, S., 84, 101 Ozuru, Y., 112, 132, 399, 402, 403, 410, 418, 419, 405, 412, 420, 477, 495 P Packard, B W., 448, 461 Paivio, A., 296, 298, 311, 313, 323, 324 Palincsar, A M., 177, 180, 181, 196 Palincsar, A S., 16, 25, 32, 37, 39, 43, 44, 66, 70, 98, 100, 204, 218, 294, 297, 300, 323, 336, 345, 400, 420, 423, 424, 430, 436, 437, 439, 443, 444, 446, 461 Palmer, B M., 369, 371 Pany, D., 51, 70 Papageorgiou, P., 32, 43 Pappas, C C., 204, 219 Paris, A H., 33, 44 Paris, S G., 28, 33, 44, 49, 50, 65, 69, 70, 180, 196, 283, 289, 350, 373, 392, 395, 400, 420, 421, 439 Parkin, A J., 50, 71 Pate, J., 178, 191, 197 Patel, S., 298, 323, 484, 495 Patterson, M E., 181, 197 Pazzaglia, F., 67, 69, 399, 418 507 Pearce, D., 342, 343, 344, 346 Pearson, P D., 42, 43, 50, 71, 83, 99, 100, 103, 201, 219, 255, 266, 294, 302, 320, 322, 323, 348, 371, 443, 448, 461, 479, 492 Pedretti, E., 448, 460 Pellegrino, J W., 138, 142, 143, 171 Pelletier, R., 363, 364, 368, 371 Penno, J F., 480, 495 Perencevich, K C., 16, 24, 55, 56, 69, 84, 98, 101, 245, 249, 252, 257, 265, 266, 422, 434, 438, 440 Perfetti, C A., 6, 25, 48, 49, 50, 64, 70, 111, 134, 142, 146, 147, 164, 166, 169, 170, 314, 315, 322, 399, 420, 490, 494 Perfetti, E., 228, 240 Perkins, D N., 84, 103, 212, 219, 270, 289 Perlmutter, M., 469, 492 Person, N K., 273, 278, 288, 378, 381, 396 Pesetsky, D., 228, 240 Peterson, D S., 320, 323, 443, 462 Phelps, M., 148, 168 Phillips, N B., 176, 196 Piaget, J., 273, 289 Piche, G L., 350, 374 Pintrich, P R., 242, 243, 266 Pisha, B., 422, 427, 434, 437, 438 Poe, V., 315, 322 Polley, R R., 350, 373 Pollini, S., 213, 216, 219 Poon, L W., 200, 218, 350, 353, 356, 365, 373, 487, 494 Porter, A C., 448, 460 Posner, M I., 179, 196 Powell, J., 480, 496 Prentice, K., 205, 212, 218 Pressley, M., 9, 16, 22, 25, 38, 39, 44, 74, 76, 95, 100, 177, 197, 200, 219, 270, 289, 294, 298, 301, 311, 323, 349, 399, 420, 444, 461, 469, 472, 430, 439, 474, 483, 484, 495 Pritchard, R., 115, 132 Proctor, P., 429, 423, 433, 437, 439, 443, 461 McNamara Author Index.qxd 508 4/12/2007 5:43 PM Page 508 AUTHOR INDEX Pulvermüller, F., 224, 225, 227, 239, 240 Putnam, R T., 448, 461 Pyles, L D., 301, 322 R Rach, L., 84, 101 Rackliffe, G., 319, 322 Radvansky, G A., 11, 26, 110, 118, 134 RAND Reading Study Group, 203, 219, 442, 444, 461 Raney, G E., 11, 25 Rankin, J., 16, 25 Ranney, M., 378, 379, 396 Raphael, T E., 350, 373 Rapp, D N., 28, 44, 356, 374 Rashotte, C A., 51, 70 Ratcliff, R., 114, 133, 355, 372, 469, 472, 474, 494 Rawson, K A., 313, 323 Rayner, K., 11, 25, 109, 132, 134, 228, 240 Recht, D R., 296, 324 Reeve, J., 249, 266 Reichard, C A., 315, 323 Reimann, P., 399, 400, 418, 483, 484, 493 Reinking, D., 425, 433, 439, 440 Reiser, B J., 378, 379, 396 Remond, M., 50, 51, 69 Renkl, A., 488, 489, 493 Rice, G E., 351, 353, 373 Richardson, J S., 475, 495 Richardson, V., 448, 461 Richgels, D J., 203, 219, 350, 373 Richmond, E K., 231, 240 Rickard, T C., 400, 418 Riconscente, M M., 139, 170 Riggsbee, J., 475, 496 Rinck, M., 225, 239, 485, 493 Rinehart, S D., 180, 183, 197, 490, 495 Rischall, M., 237, 239 Risden, K., 40, 45, 64, 71, 121, 134, 193, 194, 197 Ritchart, R., 270, 289 Roberts, E M., 99, 101 Robertson, D A., 6, 11, 14, 24, 224, 225, 239 Robertson, G., 484, 492 Robinson, C S., 232, 240 Robinson, D H., 488, 495 Robinson, E J., 342, 345 Robinson, F P., 6, 25 Rodriguez, M C., 320, 323, 443, 462 Rodriguez-Muñoz, M., 203, 217 Roehler, L R., 42, 43, 319, 322 Rogers, T., 50, 71 Rogoff, B., 285, 289 Roling, G., 295, 298, 322 Roller, C M., 301, 324 Romance, N R., 9, 26, 76, 78, 81, 82, 84, 90, 91, 92, 94, 95, 96, 98, 99, 103, 104, 499, 495 Rose, C P., 5, 26 Rose, D., 421, 422, 424, 437, 439, 440 Rosenblatt, L M., 430, 440 Rosenshine, B., 16, 26, 177, 183, 186, 191, 196, 271, 278, 279, 280, 286, 289, 296, 297, 319, 324, 446, 461, 473, 476, 483, 478, 483, 494, 495 Ross, G., 425, 440 Rothkopf, E Z., 399, 420 Roussos, L A., 148, 154, 171, 168 Rovick, A., 378, 381, 396 Rowan, B., 447, 461 Rowe, M B., 278, 289 Rowe, M P., 112, 132, 399, 418, 477, 495 Ruffman, T., 50, 70 Rumelhart, D E., 109, 133, 146, 170, 424, 440 Rupley, W H., 443, 462 S Saarnio, D A., 49, 70 Sadoski, M., 296, 298, 311, 313, 324 Saenz, L., 184, 186, 197 Salomon, G., 212, 219 Samols, D., 50, 70 Samuels, S J., 6, 25, 74, 76, 83, 101, 180, 182, 189, 197, 269, 290, 350, 373 McNamara Author Index.qxd 4/12/2007 5:43 PM Page 509 AUTHOR INDEX Sanchez, R P., 32, 43 Sanders, T J M., 356, 373 Sandora, C A., 39, 42, 446, 447, 460, 462 Saricoban, A., 467, 496 Saul, E U., 481, 493 Sax, L., 350, 373 Scafiddi, J T., 84, 98, 101 Scafiddi, N T., 248, 265 Scardamalia, M., 377, 395 Schermer, N., 350, 373 Schiller, E., 187, 196 Schmid, R F., 488, 496 Schmidt, W H., 74, 76, 103 Schmitt, M., 467, 496 Schneider, V I., 400, 418 Schneider, W., 469, 496 Schraw, G., 469, 496 Schreck, J., 51, 70 Schreiner, R., 301, 324, 433, 440 Schroeder, K., 212, 218 Schug, M C., 84, 103 Schum, D A., 139, 171 Schumaker, J B., 483, 493 Schumm, J S., 444, 462 Schunk, D., 7, 26 Schwartz, D., 449, 460 Schwartz, R M., 488, 492 Scott, J L., 400, 419 Secco, T., 29, 32, 44 Secord, W., 330, 345 Seely, M R., 270, 289, 399, 418, 470, 479, 494 Seidel, R J., 434, 440 Seidenberg, M S., 228, 240 Shankweiler, D., 399, 420 Shapiro, A M., 401, 402, 419, 420, 468, 496 Shealy, R., 159, 171 Sheard, C., 203, 219, 350, 373 Sheehan, K M., 142, 171 Shepard, R., 484, 496 Sherin, M G., 448, 462 Shinn, M R., 114, 134 Shlepper, D., 423, 427, 428, 437, 438 Shultz, T R., 343, 345 Shwartz, R M., 492, 496 509 Sidman, M., 82, 85, 97, 103 Siler, S A., 381, 395 Silverstein, A K., 201, 219 Silverstein, A S., 481, 496 Simmons, D C., 37, 39, 43, 176, 178, 184, 185, 186, 191, 194, 195, 196, 197, 200, 218 Simon, H A., 483, 493 Simon, S., 301, 323 Simpson, G B., 49, 69 Sims, V K., 296, 298, 323 Sinatra, G M., 39, 44, 479, 486, 492 Sinclair, G P., 402, 407, 408, 409, 410, 420 Sindelar, P T., 180, 182, 189, 196 Singer, M., 6, 8, 13, 24, 29, 43, 110, 114, 118, 133, 180, 196, 269, 271, 272, 273, 274, 286, 287, 288, 295, 322, 355, 356, 371, 424, 438, 466, 493 Sivan, E., 319, 322 Slamecka, N J., 295, 324 Slater, W H., 350, 374 Slavin, R E., 91, 103, 176, 177, 186, 191, 195, 197 Slobin, D I., 50, 68 Smiley, S., 182, 195 Smith, E E., 181, 195 Smitten, B., 115, 132 Smolkin, L B., 201, 205, 219, 443, 460 Snow, C E., 16, 18, 26, 74, 76, 79, 84, 86, 90, 95, 103, 108, 111, 112, 129, 134, 204, 217, 219, 296, 325, 399, 420, 423, 440, 443, 446, 460, 462 Snow, R E., 138, 145, 171 Snowling, M J., 51, 69, 70 Snyder, A E., 216, 219 Snyder, C R R., 179, 196 Snyder, L., 377, 395 Songer, N B., 112, 113, 134, 166, 170, 296, 323, 401, 419, 482, 494 Sowa, J F., 77, 82, 103 Spielvogel, J., 368, 373 Spires, H A., 475, 496 Spiro, R J., 443, 448, 449, 462, 456, 458, 462 Staffieri, A., 271, 278, 287, 289 Stafford, K B., 213, 216, 219, 350, 374 McNamara Author Index.qxd 510 4/12/2007 5:43 PM Page 510 AUTHOR INDEX Stahl, S A., 28, 44, 180, 183, 196, 485, 490, 495, 496 Stanfield, R A., 11, 26 Stanovich, K E., 199, 219 Steenwyk, F L., 180, 183, 195, 490, 492 Stefanou, C R., 249, 266 Stein, N L., 29, 44, 50, 61, 70, 301, 324 Steinberg, L S., 20, 25 Sternberg, R J., 142, 171, 480, 496 Stevens, D D., 444, 461 Stevens, R J., 177, 197 Stiggins, R., 138, 171 Stothard, S E., 48, 51, 53, 70, 399, 420 Stout, W F., 148, 154, 159, 168, 171 Strangman, N., 423, 427, 428, 433, 437, 438, 440 Stuebing, K., 399, 420 Stylianou, P., 32, 43 Suh, S., 109, 113, 122, 134 Sung, Y., 11, 26, 489, 492 Swackhamer, G., 5, 24 Swanson, H L., 232, 238, 444, 462 Sweet, A P., 248, 266 Symons, S., 469, 495 T Taboada, A., 55, 56, 69, 243, 245, 252, 253, 257, 265, 266 Talbot, A P., 350, 373 Tan, P L., 95, 96, 100 Tan, X., 141, 149, 153, 154, 168 Tatsuoka, K K., 148, 168, 171, 172 Tatsuoka, M M., 148, 171, 172 Taylor, B M., 255, 266, 294, 320, 322, 323, 324, 350, 374, 443, 462 Taylor, M B., 40, 44 Telaro, G., 488, 496 tenBroek J., 301, 323 Tennyson, R., 350, 373 Tesch-Römer, C., 395, 396 Theodorou, E S., 349, 350, 351, 365, 367, 373, 374, 376, 400, 419 Therriault, D., 470, 472, 473, 496 Thiede, K W., 313, 314, 323, 324, 470, 472, 473, 496 Thompson, R A., 401, 420 Thota, J J., 449, 462 Thurlow, R., 32, 37, 45 Tierney, R J 342, 345 Till, R E., 355, 374 Tishman, S., 270, 289 Tobias, S., 469, 493 Todaro, S., 8, 22, 108, 115, 116, 120, 121, 123, 126, 130, 131, 133, 134, 402, 406, 407, 410, 416, 418, 419, 478, 496 Tomasello, M., 227, 240 Tonks, S., 84, 98, 101 Top, B I L., 181, 197 Torgesen, J K., 51, 70, 200, 219, 232, 240 Tovani, C., 304, 324 Trabasso, T., 6, 8, 9, 13, 14, 24, 25, 26, 29, 31, 32, 34, 40, 43, 44, 45, 79, 82, 83, 86, 103, 109, 110, 113, 114, 118, 122, 133, 134, 180, 193, 194, 196, 197, 269, 271, 272, 273, 274, 286, 287, 288, 295, 322, 355, 356, 371, 401, 418, 424, 438, 466, 493 Trafton, J G., 378, 379, 396 Trathen, W., 478, 496 Triona, L M., 231, 240 Turner, J C., 421, 439 Tyack, D., 447,462 Tzeng, Y., 11, 26, 40, 45, 193, 194, 197, 354, 356, 374 U Ugel, N., 444, 460 V Valencia, S W., 443, 460 Vallaincourt, B D., 448, 460 van Daalen-Kapteijns, M., 294, 322 van den Bergh, H., 115, 134 van den Broek, P W., 11, 26, 28, 29, 31, 32, 33, 35, 37, 38, 40, 41, 42, 43, 44, 45, 64, 65, 71, 109, 113, 121, 122, 134, 193, 194, 197, 269, 274, 290, 354, 356, 374, 474, 496 van der Leij, A., 48, 54, 69 van Dijk, T A., 29, 43, 109, 110, 134, 152, 169, 354, 372, 376, 392, 395, 396 McNamara Author Index.qxd 4/12/2007 5:43 PM Page 511 AUTHOR INDEX van Kraayenoord, C., 469, 496 VanderVeen, A., 148, 172 VanEssen, T., 148, 168 VanLehn, K., 5, 26 van Peer, W., 151, 170 Varma, S., 11, 24 Varnhagen, C K., 31, 32, 43 Vaughn, S., 187, 196, 444, 462 Vavrus, L G., 49, 69 Vellutino, F R., 468, 496 Ventura, M., 5, 21, 22, 24 Verdusco, E., 271, 278, 289 Virtue, S., 11, 26 Vitale, M R., 9, 26, 76, 78, 81, 82, 84, 90, 91, 92, 94, 95, 96, 98, 99, 103, 104, 488, 495 Voekl, K E., 443, 460 Vonk, W., 269, 290 Vosniadou, S., 50, 71 Vygotsky, L S., 278, 281, 285, 290, 336, 345, 409, 411, 420, 425, 440 W Wade, S E., 478, 496 Wade-Stein, D., 380, 382, 393, 396, 489, 496 Wager, W W., 96, 101 Wagner, R K., 51, 70 Walberg, H J., 476, 493 Walker, M E., 149, 153, 169 Walpole, S., 255, 266 Walsh, K., 75, 95, 99, 104 Wandersee, J H., 83, 102 Wang, C., 141, 149, 153, 154, 168, 169 Wang, H C., 74, 76, 103 Wang, J., 448, 462 Warmer, M M., 483, 493 Wasik, B A., 421, 439 Weaver, C A., 83, 104 Webb, N M., 273, 274, 290 Weisberg, R., 350, 374 Wells, M., 5, 24 Weschler, D., 62, 71 Wetzel, C D., 142, 143, 144, 168 Wheelock, A., 176, 195 511 Whetton, C., 62, 69 White, M J., 28, 33, 38, 42, 43, 45 Wiederholt, J., 369, 374 Wiegmann, D A., 181, 197 Wiemer-Hastings, K., 8, 22, 97, 101, 115, 116, 120, 123, 130, 133, 399, 402, 406, 407, 410, 416, 418, 419 Wigdor, A K., 446, 460 Wigfield, A., 16, 24, 55, 56, 69, 84, 98, 101, 243, 245, 252, 257, 265, 422, 438, 434 Wiig, E H., 330, 345 Wijekumar, K., 368, 373 Wilder, A A., 201, 219 Wiley, D E., 74, 76, 103 Wiley, J., 109, 134 Wilkinson, A G., 470, 480, 493, 495 Williams, J P., 40, 44, 74, 76, 82, 83, 101, 104, 201, 203, 205, 213, 215, 216, 218, 219, 350, 374, 422, 440, 444, 460, 481, 496 Wilson, V L., 4435, 462 Winograd, P., 283, 289 Wissik, C., 429, 438 Wittrock, M C., 180, 181, 183, 197, 295, 322, 324 Wixson, K K., 422, 439 Wolfe, M B W., 301, 324 Woloshyn, V E., 9, 25, 270, 289, 399, 400, 420 Woltz, D J., 142, 172 Wood, D., 336, 345, 425, 440 Wood, E., 9, 25, 270, 289 Wood, W W., 399, 400, 420 Worthy, J., 39, 42, 446, 447, 460 X Xin, Y P., 203, 218 Y Yamauchi, T., 381, 395 Yaxley, R H., 11, 26 Yokoi, L., 16, 25 Yoon, K S., 448, 460 Yoon, S., 450, 463 McNamara Author Index.qxd 512 4/12/2007 5:43 PM Page 512 AUTHOR INDEX Yore, L., 84, 104 Young, C J., 349, 350, 373 Young, M., 269, 274, 290, 354, 355, 374 Young, S R., 301, 323 Yuill, N M., 39, 42, 45, 47, 48, 50, 58, 64, 67, 71, 327, 329, 330, 331, 335, 336, 337, 338, 341, 342, 346, 399, 419, 470, 471, 479, 495, 496 Z Zabrucky, K M., 301, 324 Zamboanga, B L., 401, 420 Zhang, J., 154, 171 Zhou, X., 448, 461 Zigmond, N., 176, 195 Zimmer, J W., 115, 132 Zimmerman, B., 7, 26 Zwaan, R A., 11, 20, 24, 26, 110, 111, 114, 118, 134 McNamara Subject Index.qxd 4/12/2007 11:20 AM Page 513 Subject Index 3D-Readers, 293–317 4-Pronged comprehension strategy framework, 465–496 4-Pronged model, 466–467 chunking, 477–478 concept maps, 475–476 inferences, 477–481 interpretation of meaning of words, sentences, and ideas in texts, 477 monitoring comprehension, 466–467, 471–472 note taking, 478 paraphrasing, 477–478 preparing to read, 466–477, 473 previewing sections, 475–476 reading goals, 474–476 reading strategies, 382, 390, 467, 470–491 rereading, 477 testing comprehension, 472–473 text structure, 481 A Ability levels, 111, 143, 389–390, 393–394 see also individual differences Action, 223–226 abstraction, 223–226 learning to read, 228–231 mathematical story problem solving, 232–237 Action based understanding, 227 Activating background knowledge, 252–254, 256–257, 259 Advanced organizers, 476 Ambiguous texts, 328–330, 334–335 American Sign Language (ASL), 428 Animated agents, 21, 397, 403, 412 Armed Services Vocational Aptitude Battery (ASVAB), 143–144 ASK to THINK-TEL WHY, 271–278, 282–287 Assessment, 15, 38, 107–132, 138–142 assessment tools, 107–132 cognitive correlates approach, 141 cognitive model, 139 comprehension questions, 116–120 convergence, 123–129 criterion-based, 138 dimension-treatment interactions, 167 early, 38–39 engagement, 55–56, 255–256 evaluating tools, 116–123 Gates MacGinitie Reading Comprehension Test, 111, 115–119, 123–131 global-textbase questions, 117, 119 goals, 20–21, 109, 112–120, 150–159 inference questions, 117–120 item difficulty, 142–145,166 Metacognitive Awareness of Reading Strategies Inventory, 314–316 multidimensional models, 141, 158–159 multiple-choice questions, 117–120 National Assessment of Educational Progress (NAEP), 74, 377, 399, 442–443 513 McNamara Subject Index.qxd 514 4/12/2007 11:20 AM Page 514 SUBJECT INDEX Neale Analysis of Reading Ability, 53, 331–332, 337–338 Nelson Denny Comprehension Test, 111, 123–130, 412 offline measures, 110 online measures, 110–111 open-ended, 111, 116–117, 120, 293, 302–303 psychometric procedures, 140 question types, 111, 116–123 Scholastic Aptitude Test (SAT), 111, 130, 137–167 short-answer questions, 108, 115–117, 124–132 short-answer tests, 120 standardized, 114–115, 382, 386–387, 389 standards-based, 138, 382, 386–387 task analysis approach, 142–143, 148–150 TerraNova Reading and Language Arts Test, 307 test validity, 138 text-based questions, 117, 120, 124–128 think-aloud protocols, 108, 110, 116–117, 121–123 Associative connections, 313 Attribute hierarchy method (AHM), 165–166 Argumentation, 109, 273, 343 B Basic language skills, 27–28, 33–35, 41, see also decoding Brains, 221–222, 238 Bridging inference, 57, 113, 122, 127–130, 407–410, 479–480 Bridging questions, 407, 410 C Causal network analysis, 109, 113, 122 Causal relations, 52–68 Chunking, 477–478 Clarification, 37, 297 Close reading, 215, 477, 479–481 Cognitive apprenticeship model of learning, 423 Cognitive disabilities, 422, 427, 437 Cognitive flexibility theory, 449 Cognitive science, 74–76, 80–81, 96 Coherence, 13–14, 64–67, 110–113, 121–123, 295–296, 356 Coh-Metrix, 21–22 College Board, 138–139, 148, 166, 465–466, 491 Colorado Literacy Tutor Web, 380 Compare/contrast questions, 207 Complex instruction, 447–449 Component skills of comprehension, 48–49 Comprehension, 3, 267 comprehension age match, 52–54, 56–57 comprehension challenges, 468–470 comprehension processes, 34–35, 108–109, 114–115, 137–138 deep, 3–6, 267–275, 278–287, 376–378, 382 inferential, 267 levels of comprehension, 470, 486 levels of processing, 268, 313, 376, 408–411 listening comprehension, 191 multiple text comprehension, 245–246 narrative comprehension processes, 34–35 online processing, 355 products of comprehension, 109–110 shallow, 268 student’s difficulties, 442 testing comprehension, 472–473 Comprehension monitoring, 49–50, 58–60, 62–63, 295, 400, 466, 470–473 deep understanding, 3–4 illusion of understanding, 4–5, 470 note taking, 478 self-regulation, 284–275, 433 shallow readers, Comprehension of words, sentences, and components of texts, 466 students’ difficulties, 442 testing comprehension, 472–473 Computer-based Instruction, 263–264, see also Tutoring technologies McNamara Subject Index.qxd 4/12/2007 11:20 AM Page 515 SUBJECT INDEX Concept maps, 88–89, 475–476 Concept-Oriented Reading Instruction (CORI), 55–56, 84, 248–264 Construction-integration model, 11–13, 96, 274 Constructionist theory, 6, 11, 13–14, 271, 287 Content area instruction, 199–217 Content area reading comprehension, 73–99 Cooperative Integrated Reading and Composition (CIRC), 177–178 D Decoding, 47–48, 64, 100, 111, 115, 147, 175–176, 178, 188, 200, 204, 229, 314, 325, 328, 330, 376, 399, 422, 427, 442–444, 467, 468 Deep comprehension, 3–6, 267–275, 278–287 Digital text, 423, 425, 428 digitally supported literacy environments, 423 Dual code theory, 313 E Early reading assessment, 38–39 early-reading intervention, 229 instruction, 443 intervention, 229 skill, 42–45 Elaboration, 86–88, 92–93 Embodiment, 14–16, 19 affordance, 223–232 indexing, 224, 228–230 mesh, 223–225 Engagement, 241–265, 411–414 example, 260–264 interesting text, 244, 248–250 instruction, 247–251 knowledge goals, 247–248 model, 244 processes, 242–247 real-world interactions, 248–249 scaffolding, 250–251 student choice and self-direction, 247 student collaboration, 250 515 Experience Acceleration Support Environment: Comprehension (EASE-C), 449–459 complex theme searches, 458 critical event identification, 458 navigating toward meaning-making theme, 456–457 scaffolding, 456 Explaining the text, 479 Explanation, 273, 278 Explicit instruction, 203–205, 351 Expository text, 201–202, 356 F Fourth-grade slump, 202 G Gates MacGinitie Reading Comprehension Test, 111, 117–132, 245–247, 254 Generation effect, 295, 400 Generative activities, 295–296 Global understanding, 466 Goals, 474–475 Grade level texts, 423 Grammatical knowledge, 225–226 Graphic organizers, 83, 205–209, 215, 295, 487–489 graphic representations, 488–489 Gray Silent Reading Test, 369 Guided Peer Questioning, 271–272, 278–280, 286–287 H Hi-dimensional Expert Match Algorithm (HEMA), 298, 302–304, 308–319 Hypermedia environment, 441–459 hypermedia learning environment, 447–450 hypermedia systems, 448–449 hypertext, 423, 437 I Indexical hypothesis, 14–15, 224, see also Embodiment Individual differences, 111–112, 212, see also Ability levels McNamara Subject Index.qxd 516 4/12/2007 11:20 AM Page 516 SUBJECT INDEX Inferences, 49, 56–58, 258–259, 277–279, 390, 397–403, 477–478 bridging inferences, 407, 410 classroom diversity, 176 causal connections, 29–31 children, 32 deeper level, 376 elaboration, 86–88, 92–93 inferencing, 49, 56–58 making, 49, 56–58 predictive, 37, 40, 269 Intelligent Tutoring of the Structure Strategy (ITSS), 347–370 iSTART, 21, 122–123, 397–417 bridging, 401 demonstration, 413 elaboration, 401 engagement, 411–414 expansions, 416–417 fading, 415 feedback, 403–406 introduction, 412 metacognition, 413–416 modeling, 414–415 paraphrasing, 401 practice, 400, 402, 413–414 prediction, 401 reflection, 415–416 J Jokes and riddles, 325–343 scaffolding, 336 joke understanding, 336 multiple meanings, 335–341 K Knowledge, 50–51, 73–99, 208–209, 243–265, 276, 280–288, 296, 300–301, 399–403 low, 402, 479 prior, 75–90, 296, 399–403 Knowledge mapping, 279–281, 287 Knowledge review, 276 vocabulary, 48, 50–51 Knowledge-based instructional model, 76–79 L Landscape model, 11, 274, 355–356 Latent semantic analysis (LSA), 22, 121–129, 375–376, 379–383 Law School Admissions Test (LSAT), 113 Learning disabilities, 203, 314–316, 435 Levels of comprehension, 470, 486 Levels of processing, 268, 313, 375–376, 390, 394, 408–411 Lexical access, 146, see also Decoding Limited English Proficiency, 186–187 Listening comprehension, 191 Longitudinal studies, 33–35, 54–55 Lower level linguistic processes, 164–165, see also Decoding Lower level skills, 50, 164, see also Decoding M Main ideas, 349, 367, 369 Meaning, 335–341 Meaning construction, 48–49, 376, 381, 394 tutor-led training, 330–335 Memory representations, 120, 354–356, see also Mental representations active, 376 coherent representation, 376 Mental model, 12, 64, 146, 270 Mental representation, 31, 64–65, 109–110, 200, 267–277, 466–470 coherence, 64–65 networks, 31 Metacognition, 411–414, 469 Metacognitive awareness, 284, 375–376, 391, see also Comprehension monitoring Metacognitive processing, 273–274, 391–393 Metacognitive questioning, 282–284 Metacognitive reading strategies, 397–417 Metacognitive skill, 339 Metacomprehension, 469 Metalinguistic awareness, 327–330 see also Comprehension monitoring poor comprehension, 327–330 utterances, 339 Metalinguistic play, 342 McNamara Subject Index.qxd 4/12/2007 11:20 AM Page 517 SUBJECT INDEX Modeling, 364, 414–415 Motivation, 217, 242–262, 342, 352, 356, 363, 368, 422 internal, 242–243 Multimedia design principles, 365 Multimedia glossary, 431–437 Multimedia learning, 363–365, 423 Multiple text comprehension, 245–246 N Narrative comprehension processes, 34–35 National Assessment of Educational Progress (NAEP), 377, 442–443 P Paraphrasing, 477–478 Passive comprehension strategies, 377 Pedagogical agents, 403–405 see animated agents Peer Assisted Learning Strategies (PALS), 37, 175–194 first grade, 187–191 PALS treatment, 184–185 paragraph shrinking, 185 partner reading, 184, 188–189 prediction relay, 181–182,185 story shrinking, 192 Think Time, 192 Phonological skill, 48, 193, see also Decoding Physical manipulation, 231, 237–238 imagined manipulation, 230–237 Postreading activities, 487 Practice, 375–378, 382, 386–391, 393–395 guided versus unguided, 386–391 Prediction relay, 181 Prediction, 181, 297, 401, 403 Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test (PSAT/NMSQT), 140, 149, 153 Prereading, 473, 475–476 Prior knowledge, 96–97, 302–303, 401–402, 482 vocabulary, 296, 305, 309 517 Products of comprehension, 109–110, see also Mental representations Professional development, 453, 455 Propositional textbase, 12, 109, 115, 357 Q Questions, 33, 111, 116–120, 123–129, 275–277, 279–281, 376–378, 390, 407, 473, 483 bridging questions, 407, 410 compare/contrast questions, 207 comprehension questions, 116–120 global-textbase questions, 117, 119 inference questions, 117–120, 376, 390 multiple-choice questions, 117–120 open-ended, 111, 116–117, 120, 293, 302–303 question types, 111, 116–123 short-answer questions, 108, 115–117,124–132 text-based questions, 117, 120, 124–128, 390 Question answering, 295 Question asking, 267–288, 447, 476 Question generating, 295, 298, 317–318, 483 Question sequencing, 277–278, 281 Questioning, 257, 271–272, 274–277 Questioning the author, 446–447 effectiveness, 446–447 method, 446 R RAND Reading Study Group, 296, 423 Read-aloud tool, 423 Reading Classroom Explorer, 448 Reading competency profiles, 139 Reading comprehension difficulties, 52, 399 minorities, 399 Reading Comprehension skill, 32, 47, 54–57, 139, 163, 191 across media, 32–35 assessment, 38 categories, 151–152 causes, 47–68, 458–459 McNamara Subject Index.qxd 518 4/12/2007 11:20 AM Page 518 SUBJECT INDEX children, 28–32, 47–68, 370 components, 63 development, 54–55, 326, 342 expertise, 76–77 lexical access, 146 model, 11–15, 36 predictors, 48–49, 54 preschool and early elementary, 42–45 process, 28–35, 48–49, 109–112, 146–147, 470–471 proposition assembly, 146 propositional integration, 150 psycholinguistic modeling, 145–147 relation to context-area learning, 6–7, 75–76, 179–181, 335–337 Scholastic Aptitude Test, 138–167 text modeling, 146 types, 150–152 Reading comprehension strategies, 6–11, 98–99 bridging inferences, 98–99, 423, 478–479, 482–483 challenges of teaching, 444 chunking, 478 concept maps, 89, 475–476 definition, 6–11 generate key words, 473 generate questions, 483 marking and annotating, 478 path analysis, 62–63 Peer Assisted Learning Strategies, 37, 175–194 physical manipulation, 229–231 prereading strategies, 296, 303, 475–476 reading goals, 250, 474–475 recall, 34 reciprocal teaching, 39, 297, 445–446 scanning the text, 475 self-explanation, 273, 406, 484 skimming the text, 475 stories, 37, 60–62, 112 structure strategy, 348–370 summarize the text, 14, 83, 89, 207, 374–395 text focused strategies, 477–478 Reading first, 443 Reading fluency, 182, 189, 199 Reading skill assessment tool (R-SAT), 108–132 Reciprocal roles, 278 Reciprocal teaching, 37, 177, 297 clarifying, 297, 425, 445–446 effectiveness, 425, 445–446 method, 445 predicting, 297, 425, 445–446 question generating, 297, 446 summarizing, 297, 425, 445–446 visualization, 432 Reciprocity, 181–183 Repeated reading, 179–183, 189–191 Representation, 28–29, 64, 109–113, 145–147, 200, 268–269, 313, 376, 466, 477 multiple meanings, 329, 335 Resonance, 355 Role theory, 181–183, see also Reciprocity S Schema based knowledge structures, 164 Scholastic Aptitude Test (SAT), 20, 130 critical reading section, 111, 130, 148–152 individual differences, 163–165 Searching for information, 253 Second–language acquisition, 159 Self-evaluation prompts, 434–435 Self-Explanation Reading Training (SERT), 400–417 Self-explanation, 14, 398, 400–408, 483–484 incorrect explanation, 403 Self-regulation, 284–275, 433, see also Comprehension monitoring Semantic benchmarks, 121, 126 Signing Avatar clips (VCom3D), 430 Simulations, 231, 319, 356, 367 Situation model, 96, 110–111, 117–120, 126–129, 145, 150, 268–269, 280, 298, 357, 376, 401–402, 466, 470, see also Mental model McNamara Subject Index.qxd 4/12/2007 11:20 AM Page 519 SUBJECT INDEX SQ3R, Survey, Question, Read, Recite, and Review, Standards of coherence, 64–65, 121–123, 269–271 Story anagram task, 61–62 Story problems, 232–237 Strategy coaches, 348, 403–405, 423, 433–436, see also Animated agents Strategy interventions, 16, 36, 91–92, 398, 400 3D-reader, 292–321 activating background knowledge, 253–257 ASK to THINK-TEL WHY, 271–277, 286–287 clarification, 37, 297 classroom, 13, 81–82, 86, 91, 205, 237–238, 409, 479 close reading, 215 compare/contrast questions, 203, 205, 207 Concept-Oriented Reading Instruction (CORI), 55–56, 248–250, 263–264 content area instruction, 74, 83, 199–217 content oriented (science), 84, 91 content oriented, 84, 91, 92, 94 content versus narrative instruction, 90–95 criteria, 85–87 digital literacy environment, 421–423 early-reading intervention, 229 engagement practices, 241–265 engineering efficiency, 85 explicit instruction, 202–205 functionality, 85 graphic organizers, 207, 209, 213–215, 295, 486 integrating strategy, 421–440 iSTART, 122–123, 397–417 imagined manipulation, 229–232 Joke City, 327–345 motivation, 253 multiple-strategy instruction, 83 narrative oriented, 84 organizational procedure, 179 Peer Assisted Learning (PALS), 175–197 519 physical manipulation, 229–231 prediction relay, 185 prediction, 181 propositional concept mapping, 88–93 question answering, 295 questioning, 253 reciprocal teaching, 297 repeated reading, 179–180 rereading, 301–302 science IDEAS, 81–83, 89–95 searching for information, 252–254 structure strategy, 347–374 summarization, 89–90, 180, 207, 295, 375–396 summary, 207 text elaboration, 86–88 text structure, 60–62, 199–219 thoughtful versus thoughtless, 39–42 visualizing/verbalizing, 300 young children, 36–42 Strategy measures, 209–231 Summarization, 207, 295, 394 summary writing, 375–397 Summary Street, 375–397 feedback, 376, 378–381, 396 guided practice, 378–380 metacognitive processes, 391–393 T Teachers learning, 447–449 Text focused strategies, 477–478 Text macrostructure, 342 Text genre, 12, 112, 445, 475, 481 expository, 387, 445, 481 narrative, 387, 445, 481 text/genre effect, 112 Textbase level of understanding, 407 Textbase, 12, 97, 110–111, 357, 376, 477–478 Text-based questions, 286, 407–410 Text structure, 50, 60–62, 199–217, 347–370 causation structure, 203 compare/contrast structure, 203, 207 content structure, 347, 355 expository text, 201–209 McNamara Subject Index.qxd 520 4/12/2007 11:20 AM Page 520 SUBJECT INDEX narrative text, 201, 204 understanding, 50 Text-to-speech (TTS), 427–434 Theory of expectancy, 179 automatic activation process, 179 conscious-attention mechanism, 179 THINK, 267–288 Think-aloud protocols, 108, 110, 121–123, 127, 129, 392, 394 Think-aloud, 434, 483–484 Training studies, 52, 55–56 Transfer, 210–212, 226–227, 289, 375, 381–382, 394 Tutoring Technologies, 5, 347, 397 3D-reader, 293–321 assessment of student responses, 367 AutoTutor, digital literacy environment, 421–440 fading, 415 feedback, 368, 378–381, 403–406 human-centered technology, 343 Intelligent tutoring of the structure strategy (ITSS), 347–350 iSTART, 397–417 Joke City, 327–345 modeling, 414–415 reflection, 415–416 scaffolding, 414–415 structure strategy, 347–374 Summary Street, 375–395 teacher instruction, 441–462 video technologies, 448 vicarious learning environment, 405 web-based tutoring system, 347–370 U Understanding of language, 466 Universal design for learning, 424–436 Universal literacy environments (ULE), 421–437 background knowledge hyperlinks, 428–429 engagement, 434–436 expression, 430–434 multimedia vocabulary hyperlinks, 428–429 strategic learning, 430–434 translations, 428–430 V Verbal efficiency theory, 145–146 Verbal protocols, 121–123, 391–392 see also Think-Aloud Video technologies, 448 Visual Strategies, 300 visual vs verbal strategies, 300 Visualizing/Verbalizing, 300 W Web-based Tutoring system, 347–370, 397–417 Word learning strategies, 436–437 Word reading skill, 48, see also Decoding Word recognition, 175–176, see also Decoding Working memory capacity, 55, 146, 355 World knowledge, 9, 12–13, 22–23 Writing task, 363, 379 Z Zone of proximal development, 336, 409–410 [...]... overcome comprehension challenges This volume differs from other books that might be found on reading strategies in two important ways First, there is a heavy focus throughout on theories of reading comprehension: How well do current models of reading comprehension account for the importance of reading strategies? And most important, how do theories of reading comprehension motivate and support reading comprehension. .. toward helping them to improve comprehension And it is Teaching struggling comprehenders to use strategies improves their comprehension and their ability to learn from challenging text Thus, the use of reading strategies is an integral part of normal comprehension and teaching reading strategies should be an integral part of K–14 education What are reading comprehension strategies? To answer that question,... before, while, and after reading At first, such a strategy will take the reader much more time and effort, and may even seem inefficient But, with practice such strategies become more automatic, and then they become a natural part of reading The focus of this volume is on why, when, and for whom such strategies are effective This volume provides an overview of reading comprehension strategies and strategy... effective reading comprehension strategies is perhaps the most important means to helping readers improve comprehension and learning from text There is a great deal of evidence for the importance of reading strategies One source of evidence is that successful readers know when and how to use deliberate strategies to repair comprehension One implication from that finding is that teaching reading strategies. .. explore and understand reading strategies, reading strategy interventions, and theories of reading comprehension, this volume most certainly would not have been possible I thank them for the research they are conducting and for their contributions to this volume Who Should Read This Book? This collection of chapters will be of interest to researchers, educators, and students in the fields of psychology, reading, ... for different types of texts and comprehension conditions That is a matter for future research to decide CHALLENGES OF MOVING FROM THEORY TO INTERVENTIONS AND ASSESSMENTS OF READING COMPREHENSION STRATEGIES The contributors to this volume have proposed some reading comprehension strategies that hold some promise in improving comprehension at deeper levels The strategies and interventions proposed by... measuring comprehension, the SAT, might nevertheless be used to guide comprehension interventions Both of these chapters take novel approaches to comprehension assessment that are more tightly aligned with theories of reading comprehension and the critical role of reading strategies The third section delves into the heart of the matter, successful reading comprehension strategy interventions Doug and Lynn... theories of text comprehension, and in particular, the McNamara Prelims.qxd PREFACE 4/12/2007 11:20 AM Page xiii xiii role that theories have played in identifying strategies that characterize expert reading and strategies that can be effectively taught Art Graesser presents an overview of theories of reading comprehension, with an emphasis on the status of comprehension strategies within reading theories... system Cognitive strategies are particularly important when there is a breakdown at any level of comprehension A successful reader implements deliberate, conscious, effortful, time-consuming strategies to repair or circumvent a reading component that is not intact Reading teachers and programs explicitly teach such reading strategies to handle the challenges of reading obstacles Such strategies are the... majority of contradictions and false claims Acquisition of better reading strategies is apparently needed to crack the illusion of comprehension in readers who are settling for low standards of comprehension They need to acquire and implement strategies to facilitate deeper levels of comprehension McNamara Chapter 01.qxd 1 4/12/2007 11:14 AM Page 5 INTRODUCTION TO READING STRATEGIES 5 Third, nearly ... current models of reading comprehension account for the importance of reading strategies? And most important, how theories of reading comprehension motivate and support reading comprehension interventions?... the use of reading strategies is an integral part of normal comprehension and teaching reading strategies should be an integral part of K–14 education What are reading comprehension strategies? ... Page i Reading Comprehension Strategies Theories, Interventions, and Technologies McNamara Prelims.qxd 4/12/2007 11:20 AM Page ii McNamara Prelims.qxd 4/12/2007 11:20 AM Page iii Reading Comprehension