| Analyzing Text | Research | - | ![]() ![]() ![]() |
| Help | Orientation [Support] Lesson | Practice | - |
Abrahamsen, E. P., & Shelton, K. C. (1989). Reading comprehension in adolescents with learning disabilities: Semantic and syntactic effects. Journal of Learning Disabilities, 22, 569-572.Lesson 2 - Narrative Structure
Armbruster, B. B., & Anderson, T. H. (1988). On selecting "considerate" content area textbooks. Remedial and Special Education, 9(1), 47-52.
Bashir, A. S., Conte, B. M., & Heerde, S. M. (1998). Language and school success: Collaborative challenges and choices. In D. D. Merritt & B. Cullatta (Eds.), Language intervention in the classroom (pp. 1-36). San Diego, CA: Singular.
Bisanz, G. L., Das, J. P., Vanahagen, C., & Henderson, H. (1992). Structural components or reading time and recall for sentences in narratives: Exploring chances with age and reading ability. Journal of Educational Psychology, 84(1), 103-115.
Blakken, J. P., Mastropieri, M. A., & Scruggs, T. E. (1997). Reading comprehension of expository science material and students with learning disabilities: A comparison of strategies. The Journal of Special Education, 31(3), 300-314.
Casteel, C. A. (1990). Effects of chunked text material on reading comprehension of high and low ability readers. Reading Improvements, 27, 269-275.
Conte, B. M., Menyuk, P., & Bashir, A. S. (1994). Facilitating reading comprehension in middle school students with language disorders. International Journal of Psycholinguistics, 10, 273-280.
Culatta, B., Horn, D. G., & Merritt, D. D. (1998). Expository text: Facilitating comprehension. In D. Merritt & B. Culatta (Eds.), Language intervention in the classroom (pp. 215-276). San Diego, CA: Singular.
Culatta, B., & Merritt, D. D. (1998). Enhancing comprehension of discourse. In D. Merritt & B. Culatta (Eds.), Language intervention in the classroom (pp. 175-214). San Diego, CA: Singular.
Dempster, R. N. (1991). Synthesis of research on reviews and tests. Educational Leadership, 71, 71-76.
Dickson, S. V., Simmons, D. C., & Kameenui, E. J. (1998a). Text organization: Research bases. In D. C. Simmons & E. J. Kameenui (Eds.), What reading research tells us about children with diverse learning needs (pp. 239-277). Mahwah, NJ: Erlbaum.
Dickson, S. V., Simmons, D. C., & Kameenui, E. J. (1998a). Text organization: Instructional and curricular basics and implications. In D. C. Simmons & E. J. Kameenui (Eds.), What reading research tells us about children with diverse learning needs (pp. 279-294). Mahwah, NJ: Erlbaum.
Dimino, J. A., Taylor, R. M., & Gersten, R. M. (1995). Synthesis of the research on story grammar as a means to increase comprehension. Reading & Writing Quarterly: Overcoming Learning Difficulties, 11, 53-71.
Dixon, R., Carnine, D., & Kameenui, E. J. (1992). Curriculum guidelines for diverse learners, Monograph for the National Center to Improve the Tools of Educators. Eugene, OR: University of Oregon.
Englert, C. S., & Thomas, C. C. (1987). Sensitivity to text structure in reading and writing: A comparison between learning disabled and non-learning disabled students. Learning Disability Quarterly, 10, 93-105.
Farah, M. A., & Karls, A. B. (1997). World history: The human experience. New York, NY: Glencoe/McGraw Hill.
Graesser, A., Golding, J. M., & Long, D. L. (1991). Narrative representation and comprehension. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 171-204). White Plains, NY: Longman.
Lorch, R. F., & Lorch, E. P. (1985). Topic structure representation and text recall. Journal of Educational Psychology, 77, 137-148.
Montague, M., Maddux, C. D., & Dereshiwsky, M. I. (1990). Story grammar and comprehension and production of narrative prose by students with learning disabilities. Journal of Learning Disabilities, 23, 190-197.
Nelson, N. W. (1993). Childhood language disorders in context: Infancy through adolescence. New York, NY: Macmillan.
Newby, R. F., Caldwell, J., & Recht, D. R. (1989). Improving the reading comprehension of children with dysphonetic and dyseidetic dyslexia using story grammar. Journal of Learning Disabilities, 22(6), 373-380.
Pearson, P. D., & Camperell, K. (1994). Comprehension of text structures. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (pp. 448-468). Newark, DE: International Reading Association.
Roth, F., & Spekman, N. (1989). Higher-order language processes and reading disabilities. In A. G. Kamhi & H. W. Catts (Eds.), Reading disabilities: A developmental language perspective (pp. 159-197). Boston, MA: College-Hill Press.
Scott, C. M. (1994). A discourse continuum for school-aged students: Impact of modality and genre. In G. P. Wallach & K. C. Butler (Eds.), Language learning disabilities in school-age children and adolescents (pp. 219-252). New York, NY: Merrill.
Seidenberg, P. L. (1989). Relating text-processing research to reading and writing instruction for learning disabled students. Learning Disabilities Focus, 5(1), 4-12.
Simmons, D. C., Kameenui, E. J., Dickson, S., Chard, D., Gene, B., & Baker, S. (1994). Integrating narrative reading comprehension and writing instruction for all learners. In C. K. Kinzer & D. J. Leu (Eds.), Multidimensional aspects of literacy research, theory and practice: Forty-third Yearbook, National Reading Conference (pp. 572-582). Chicago, IL: National Reading Conference.
Westby, C. E. (1994). The effects of culture on genre, structure and style or oral and written texts. In G. P. Wallach & K. G. Butler (Eds.), Language learning disabilities in school-age children and adolescents (pp. 181-218). New York, NY: Macmillan.
Westby, C. E. (1999). Assessing and facilitating text comprehension problems. In H. W. Catts & A. G. Kamhi (Eds.), Language and reading disabilities (pp. 154-223). Boston, MA: Allyn and Bacon.
White, C. V. Pascarella, E. T., & Plaum, S. W. (1981). Effects of training in sentence construction on the comprehension of learning disabled children. Journal of Educational Psychology, 73(5), 697-704.
Williams, J. P., Brown, L. G., Silverstein, A. K., & deCani, J. S. (1994). An instructional program in comprehension of narrative themes for adolescents with learning disabilities. Learning Disability Quarterly, 17, 205-221.
Zabrucky, K., & Ratner, H. H. (1992). Effects of passage type on comprehension monitoring a recall in good and poor readers. Journal of Reading Behavior, 24, 373-391.
Blachowicz, C. L. Z. (1994). Problem-solving strategies for academic success. In G. P. Wallach & K. G. Butler (Eds.), Language learning disabilities in school-age children and adolescents (pp. 304-322). New York: Macmillan.Lesson 3 - Expository Structure
Carnine, D., & Kinder, B. D. (1985). Teaching low-performing students to apply generative and schema strategies to narrative and expository material. Remedial and Special Education, 6 (1), 20-30.
Dickson, S. V., Simmons, D. C., & Kameenui, E. J. (1998a). Text organization: Research bases. In D. C. Simmons & E. J Kameenui (Eds.), What reading research tells us about children with diverse learning needs (pp. 239-277). Mahwah, NJ: Erlbaum.
Dickson, S. V., Simmons, D. C., & Kameenui, E. J. (1998b). Text organization: Instructional and curricular basics and implications. In D. C. Simmons & E. J Kameenui (Eds.), What reading research tells us about children with diverse learning needs (pp. 279-294). Mahwah, NJ: Erlbaum.
Dimino, J. A., Gersten, R., Carnine, D., & Blake, G. (1990). Story grammar: An approach for promoting at-risk secondary students' comprehension of literature. Elementary School Journal, 91(1), 19-32
Dimino, J. A., Taylor, R. M., & Gersten, R. M. (1995). Synthesis of the research on story grammar as a means to increase comprehension. Reading & Writing Quarterly: Overcoming Learning Difficulties, 11, 53-72.
Dole, J. A., Brown, K. J., & Trathen, W. (1996). The effects of strategy instruction on the comprehension performance of at-risk students. Reading Research Quarterly, 31, 62-88.
Englert, C. S., & Thomas, C. C. (1987). Sensitivity to text structure in reading and writing: A comparison between learning disabled and non-learning disabled students. Learning Disability Quarterly, 10, 93-105.
Garnett, K. (1986). Telling tales: Narratives and learning disabled children. Topics in Language Disorders, 6(2), 44-56.
Graesser, A, Golding, J. M., & Long D. L. (1991). Narrative representation and comprehension. In R. Barr, M. L. Kamil, P. Mosenthal & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 171-204). White Plains, NY: Longman.
Gurney, D., Gersten, R., Dimino, J., & Carnine, D. (1990). Story grammar: Effective literature instruction for high school students with learning disabilities. Journal of Learning Disabilities, 23, 335-342, 348.
Idol, L. (1987). Group story mapping: A comprehension strategy for both skilled and unskilled readers. Journal of Learning Disabilities, 20, 196-205.
Just, M., & Carpenter, P. (1987). The psychology of reading and language comprehension. Boston: Allyn & Bacon.
Merritt, D. D., Cullatta, B., & Trostle, S. (1998). Narratives: Implementing a discourse framework. In D. Merritt & B. Culatta (Eds.), Language intervention in the classroom (pp. 277-330). San Diego, CA: Singular.
Montague, M., Maddux, C. D., & Dereshiwsky, M. I. (1990). Story grammar and comprehension and production of narrative prose by students with learning disabilities. Journal of Learning Disabilities, 23, 190-197.
Newby, R. F., Caldwell, J., & Recht, D. R. (1989). Improving reading comprehension of children with dysphonetic and dyseidetic dyslexia using story grammar. Journal of Learning Disabilities, 22, 373-380.
Paul, R. (1995). Language disorders from infancy through adolescence: Assessment & intervention. St. Louis, MO: Mosby.
Pearson, P. D., & Fielding, L. (1991). Comprehension instruction. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 815-860). White Plains, NY: Longman.
Perfetti, C. (1985). Reading ability. New York, NY: Oxford University Press.
Roth, F., & Spekman, N. (1986). Narrative discourse: Spontaneously generated stories of learning disabled and normally achieving students. Journal of Speech and Hearing Disorders, 51, 8-23.
Rowling, J. K. (1997). Harry Potter and the sorcerer's stone. New York: Scholastic.
Westby, C. E. (1994). The effects of culture on genre, structure and style of oral and written texts. In G. P. Wallach & K. G. Butler (Eds.), Language learning disabilities in school-age children and adolescents (pp. 181-218). New York: Macmillan.
Westby, C. E. (1999). Assessing and facilitating text comprehension problems. In H. W. Catts & A. G. Kamhi (Eds.), Language and reading disabilities. Boston, MA: Allyn and Bacon.
Williams, J. P., Brown, L. G., Silverstein, A. K., & deCani, J. S. (1994). An instructional program in comprehension of narrative themes for adolescents with learning disabilities. Learning Disability Quarterly, 17, 205-221.
Armbruster, B. B., & Anderson, T. H. (1984). Structures of explanations in history textbooks or so what if Governor Stanford missed the spike and hit the rail? Curriculum Studies, 16, 181-194.
Bakken, J. P., Mastropieri, M. A., & Scruggs, T. E. (1997). Reading comprehension of expository science material and students with learning disabilities: A comparison of strategies, The Journal of Special Education, 31, 300-324.
Blachowicz, C. L. Z. (1994). Problem-solving strategies for academic success. In G. P. Wallach & K. G. Butler (Eds.), Language learning disabilities in school-age children and adolescents (pp. 304-322). New York, NY: Macmillan.
Boyle, J. R. (1996). The effects of a cognitive mapping strategy on the literal and inferential comprehension of students with mild disabilities. Learning Disability Quarterly, 19, 86-93.
Culatta, B., Horn, D. G., & Merritt, D. D. (1998). Expository text: Facilitating comprehension. In D. Merritt & B. Culatta (Eds.), Language intervention in the classroom (pp. 215-276). San Diego, CA: Singular.
Dickson, S. V., Simmons, D. C., & Kameenui, E. J. (1998a). Text organization: Research bases. In D. C. Simmons & E. J. Kameenui (Eds.), What reading research tells us about children with diverse learning needs (pp. 239-277). Mahwah, NJ: Erlbaum.
Dickson, S. V., Simmons, D. C., & Kameenui, E. J. (1998b). Text organization: Instructional and curricular basics and implications. In D. C. Simmons & E. J. Kameenui (Eds.), What reading research tells us about children with diverse learning needs (pp. 279-294). Mahwah, NJ: Erlbaum.
Dutcher, J. (1996). The sawtooth wolves. Bearsville, NY: Rufus Publications.
Englert, C. S., & Hiebert, E. H. (1984). Children's developing awareness of text structures in expository material. Journal of Educational Psychology, 76, 65-75.
Englert, C. S., & Thomas, C. C. (1987). Sensitivity to text structure in reading and writing: A comparison between learning disabled and non-learning disabled students. Learning Disability Quarterly, 10, 93-105.
Heibert, E. H., Englert, C. S., & Brennan, S. (1983). Awareness of text structure in recognition and production of expository discourse. Journal of Reading Behavior, 15(4), 63-79.
Horton, S. V., Lovitt, T. C., & Bergerud, D. (1990). The effectiveness of graphic organizers for three classifications of secondary students in content area classes. Journal of Learning Disabilities, 23, 335-342, 348.
Jennings, B., & Brewster, T. (1998). The century. New York, NY: Doubleday.
Kieras, D. E. (1981). Topicalization effects in cued recall of technical prose. Memory and Cognition, 9, 541-549.
McGee, L. M., & Richgels, D. J. (1985). Teaching expository text structure to elementary students. The Reading Teacher, 38, 739-748.
Merki, M. B., & Merki, D. (1994). Health: A guide to wellness. New York, NY: Glencoe/McGraw-Hill.
Nelson, N. W. (1993). Childhood language disorders in context: Infancy through adolescence. New York, NY: Macmillan.
Pearson, P. D., & Fielding, L. (1991). Comprehension instruction. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 815-860). White Plains, NY: Longman.
Richgels, D. J., McGee, L. M., Lomax, R. G., & Sheard, C. (1987). Awareness of four text structures: Effects on recall of expository text. Reading Research Quarterly, 22, 77-196.
Schumaker, J., Deshler, D., & McKnight, P. (1989). The survey routine. Lawrence, KS: University of Kansas.
Scruggs, T. E., & Mastropieri, M. A. (1993). Current approaches to science education: Implications for mainstream education of students with disabilities. Remedial and Special Education, 14, 15-24.
Seidenberg, P. L. (1989). Relating text-processing research to reading and writing instruction for learning disabled students. Learning Disabilities Focus, 5(1), 4-12.
Taylor, B. M., & Beach, R. W. (1984). The effects of text structure instruction on middle-grade students' comprehension and production of expository text. Reading Research Quarterly, 19, 134-146.
Vaughn, A. (1992). The world of country music. Stamford, CN: Longmeadow Press.
Weaver, C. A., & Kintsch, W. (1991). Expository text. In R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 230-244). White Plains, NY: Longman.
Westby, C. E. (1994). The effects of culture on genre, structure, and style of oral and written texts. In G. P. Wallach & K. G. Butler (Eds.), Language learning disabilities in school-age children and adolescents (pp. 181-218). New York, NY: Macmillan.
Westby, C. E. (1999). Assessing and facilitating text comprehension problems. In H. W. Catts & A. G. Kamhi (Eds.), Language and reading disabilities (pp. 154-223). Boston, MA: Allyn and Bacon.
Winograd, P. (1984). Strategic difficulties in summarizing texts. Reading Research Quarterly, 19, 405-425.