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