Research Base for Vocabulary Maps

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Reports of the subgroups. Washington, DC: National Institute of Child Health and Human Development.

Townsend, D., Filippini, A., Collins, P., & Biancarosa, G. (2012). Evidence for the importance of academic word knowledge for the academic achievement of diverse middle school students. Elementary School Journal, 112, 497–518. doi:10.1086/663301

Vaughn, S., Martinez, L. R., Linan-Thompson, S., Reutebuch, C. K., Carlson, C. D., & Francis, D. J. (2009). Enhancing social studies vocabulary and comprehension for seventh-grade English language learners: Findings from two experimental studies. Journal of Research on Educational Effectiveness, 2(4), 297–324.

Vaughn, S., Swanson, E. A., Roberts, G., Wanzek, J., Stillman-Spisak, S. J., Solis, M., & Simmons, D. (2013). Improving reading comprehension and social studies knowledge in middle school. Reading Research Quarterly, 48(1), 77–93.

Research Base for Generating Leveled Questions

Guthrie, J. T., Wigfield, A., Humenick, N. M., Perencevich, K. C., Taboada, A., & Barbosa, P. (2006). Influences of stimulating tasks on reading motivation and comprehension. The Journal of Educational Research, 99(4), 232–246.

Hollenbeck, A. F. (2011). Instructional makeover: Supporting the reading comprehension of students with learning disabilities in a discussion-based format. Intervention in School and Clinic, 46, 211–220. doi:10.1177/1053451210389035

Raphael, T. E., Highfield, K., & Au, K. H. (2006). QAR now: A powerful and practical framework that develops comprehension and higher-level thinking in all students. New York, NY: Scholastic.

Simmons, D., Hairrell, A., Edmonds, M., Vaughn, S., Larsen, R., Willson, V., . . . Byrns, G. (2010). A comparison of multiple-strategy methods: Effects on fourth grade students’ general and content-specific reading comprehension and vocabulary development. Journal of Research on Educational Effectiveness, 3, 121–156. doi:10.1080/19345741003596890

Taboada, A., Bianco, S., & Bowerman, V. (2012). Text-based questioning: A comprehension strategy to build English language learners’ content knowledge. Literacy Research And Instruction, 51(2), 87–109.

Vaughn, S., & Edmonds, M. (2006). Reading comprehension for older readers. Intervention in School and Clinic, 41(3), 131–137.

Vaughn, S., Klingner, J. K., Swanson, E. A., Boardman, A. G., Roberts, G., Mohammed, S. S., & Stillman-Spisak, S. J. (2011). Efficacy of Collaborative Strategic Reading with middle school students. American Educational Research Journal, 48(4), 938–964. doi:10.3102/0002831211410305

Research Base for the Frayer Model

Dexter, D. D., & Hughes, C. A. (2011). Graphic organizers and students with learning disabilities: A meta-analysis. Learning Disabilities Quarterly, 34, 51–72.

Frayer, D., Frederick, W., & Klausmeier, H. (1969). A schema for testing the level of concept mastery. Madison, WI: Wisconsin Center for Education.

Gajria, M., Jitendra, A. K., Sood, S., & Sacks, G. (2007). Improving comprehension of expository texts in students with LD: A research synthesis. Journal of Learning Disabilities, 40, 210–227. doi:10.1177/00222194070400030301

Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71, 149–164.

Graves, M. R. (1985). A word is a word … Or is it? New York, NY: Scholastic.

Lara-Alecio, R., Tong, F., Irby, B. J., Guerrero, C., Huerta, M., & Fan, Y. (2012). The effect of instructional intervention on middle school English learners’ science and English reading achievement. Journal of Research in Science Teaching, 49, 987–1011. doi:10.1002/tea.21031

Monroe, E. E., & Pendergrass, M. R. (1997). Effects of mathematical vocabulary instruction on fourth grade students. Reading Improvement, 34(3), 120–132.

Nagy, W. E., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47, 91–108. doi:10.1002/RRQ.011

Peters, C. W. (1974–1975). A comparison between the Frayer model of concept attainment and the textbook approach to concept attainment. Reading Research Quarterly, 10, 252–254.

Townsend, D., Filippini, A., Collins, P., & Biancarosa, G. (2012). Evidence for the importance of academic word knowledge for the academic achievement of diverse middle school students. Elementary School Journal, 112, 497–518. doi:10.1086/663301

Vaughn, S., Martinez, L. R., Linan-Thompson, S., Reutebuch, C. K., Carlson, C. D., & Francis, D. J. (2009). Enhancing social studies vocabulary and comprehension for seventh-grade English language learners: Findings from two experimental studies. Journal of Research on Educational Effectiveness, 2(4), 297–324.

Vaughn, S., Swanson, E. A., Roberts, G., Wanzek, J., Stillman-Spisak, S. J., Solis, M., & Simmons, D. (2013). Improving reading comprehension and social studies knowledge in middle school. Reading Research Quarterly, 48, 77–93. doi:10.1002/rrq.039

Research Base for CSR

Alfassi, M. (1998). Reading for meaning: The efficacy of reciprocal teaching in fostering reading comprehension in high school students in remedial reading classes. American Educational Research Journal, 35(2), 309–322.

Bryant, D. P., Vaughn, S., Linan-Thompson, S., Ugel, N., Hamff, A., & Hougen, M. (2000). Reading outcomes for students with and without reading disabilities in general education middle-school content area classes. Learning Disability Quarterly, 23(3), 24–38.

Johnson, D. W., & Johnson, R. T. (1987). Learning together and alone (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.

Klingner, J. K., & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language. The Elementary School Journal, 96(3), 275–293.

Klingner, J. K., & Vaughn, S. (1998). Using Collaborative Strategic Reading. Teaching Exceptional Children, 30(6), 32-37.

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.

Klingner, J. K., & Vaughn, S. (2000). The helping behaviors of fifth graders while using Collaborative Strategic Reading during ESL content classes. TESOL Quarterly, 34(1), 69–98.

Klingner, J. K., Vaughn, S., Dimino, J., Schumm, J. S., & Bryant, D. (2001). From clunk to click: Collaborative Strategic Reading. Longmont, CO: Sopris West.

Klingner, J. K., Vaughn, S., Hughes, M. T., Schumm, J. S., & Elbaum, B. (1998). Outcomes for students with and without learning disabilities in inclusive classrooms. Learning Disabilities Research & Practice, 13(3), 153–161.

Klingner J. K., Vaughn, S., & Schumm, J. S. (1998). Collaborative Strategic Reading during social studies in heterogeneous fourth-grade classrooms. The Elementary School Journal, 99(1), 3–22.

Lenz, B. K., Schumaker, J. B., Deshler, D. D., & Beals, V. L. (1984). Learning strategies curriculum: The word-identification strategy. Lawrence, KA: University of Kansas.

Lysynchuk, L., Pressley, M., & Vye, N. (1990). Reciprocal teaching improves standardized reading-comprehension performance in poor comprehenders. The Elementary School Journal, 90(5), 469–484.

Mathes, P. G., Fuchs, D., Fuchs, L. S., Henley, A. M., & Sanders, A. (1994). Increasing strategic reading practice with Peabody classwide peer tutoring. Learning Disabilities Research & Practice, 9, 44–48.

Palincsar, A. M., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117–175.

Texas Center for Reading and Language Arts. (2000). Professional development guide: Enhancing reading comprehension for secondary students (Part II). Austin, TX: Author.

Vaughn, S., Chard, D., Bryant, D. P., Coleman, M., Tyler, B., Thompson, S., & Kouzekanani, K. (2000). Fluency and comprehension interventions for third-grade students: Two paths to improved fluency. Remedial and Special Education, 21(6), 325–335.

Vaughn, S., Klingner, J. K., & Bryant, D. P. (2001). Collaborative strategic reading as a means to enhance peer-mediated instruction for reading comprehension and content area learning. Remedial and Special Education, 22(2), 66–74.