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Carr, S. C., & Thompson, B. (1996). The effects of prior knowledge and schema activation strategies on the inferential reading comprehension of children with and without learning disabilities. Learning Disability Quarterly, 19 48-61.

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.

Dyck, N., & Sundbye, N. (1988). The effects of text explicitness on story understanding and recall by learning disabled children. LD Research, 3 (2), 68-77.

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McCormick, S. (1989). Effects of previews on more skilled and less skilled readers' comprehension of expository text. Journal of Reading Behavior, 21(13), 219-234.

Nolan, T. E. (1991). Self-questioning and prediction: Combining metacognitive strategies. Journal of Reading 35(2), 132-138.

Pearson, P. D., & Gallagher, M. D. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8, 317-344.

Sachs, A. (1984). Accessing scripts before reading the story. Learning Disability Quarterly, 7, 226-228.

Spires, H. A., & Donley, J. (1998). Prior knowledge activation: Inducing engagement with informational texts. Journal of Educational Psychology, 90, 249-260.

Townsend, M. A. R. & Clarihew, A. (1989). Facilitating children's comprehension through the use of advance organizers. Journal of Reading Behavior, 21(1), 15-31.

Woloshyn, V., Paivio, A., & Pressley, M. (1994). Use of elaborative interrogation to help students acquire information consistent with prior knowledge and information inconsistent with prior knowledge. Journal of Educational Psychology, 86, 79-89.

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Clark, F. L., Deshler, D. D., Schumaker, J. B., Alley, G. R., & Warner, M. M. (1984). Visual imagery and self-questioning: Strategies to improve comprehension of written material. Journal of Learning Disabilities, 17(3) 145-149.

Gambrell, L. B., & Bales, R. (1986). Mental imagery and the comprehension-monitoring performance of fourth and fifth grade poor readers. Reading Research Quarterly, 21(4), 454-464.

Gambrell, L. B., & Jawitz, P. B. (1993). Mental imagery, text illustrations, and children's story comprehension and recall. Reading Research Quarterly, 28(3), 264-273.

Kanopak, B. C., Williams, N. L., Granier, D. M., Avett, S., & Wood, K. E. (1991). Elementary students' use of imagery in developing meaning in literary text. In J. Zutell & S. McCormick (Eds.), Learner factors/teacher factors: Issues in literacy research and instruction, 40th Yearbook of the National Reading Conference (pp. 247-254). Chicago: National Reading Conference.

Long, S., Winograd, P., & Bridge, C. (1989). The effects of reader and text characteristics on reports of imagery during and after reading. Reading Research Quarterly, 24(3), 353-372.

Nolan, T. E. (1991). Self-questioning and prediction: Combining metacognitive strategies. Journal of Reading 35(2), 132-138.

Rowling, J. K. (2000). Harry potter and the goblet of fire. New York, NY: Scholastic.

Sadoski, M., & Quast, Z. (1990). Reader response and long-term recall for journalistic text: The roles of imagery, affect, and importance. Reading Research Quarterly, 25(4), 256-272.

Schumaker, J. B., Deshler, D. D., Nolan, S. M., & Alley, G. R. (1994). The self-questioning strategy. Lawrence, KS: The University of Kansas.

Schumaker, J. B., Deshler, D. D., Zemitzsch, A. & Warner, M. W. (1993). The visual imagery strategy. Lawrence, KS: The University of Kansas.

Singer, H., & Donlan, D. (1994). Problem-solving schema with question generation for comprehension of complex short stories. In R. B. Ruddell, M. R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading. Newark: International Reading Association.

Wong, B. Y. L., & Jones, W. (1982). Increasing metacomprehension in learning disabled and normally achieving students through self-questioning training. Learning Disability Quarterly, 5(3), 228-240.

Casteel, C. A. (1990). Effects of chunked text material on reading comprehension of high and low ability readers. Reading Improvement, 27(4), 269-275.

Gajria M., & Salvia, J. (1992). The effects of summarization instruction on text comprehension of students with learning disabilities. Exceptional Children, 58(6), 508-516.

Horton, S., Lovitt, T., & Christensen, S. (1991). Notetaking from textbooks: Effects of a columnar format on three categories of secondary students. Exceptionality: A Research Journal, 2(1), 18-40.

Malone, L. D., & Mastropieri, M. A. (1992). Reading comprehension instruction: Summarization and self-monitoring training for students with learning disabilities. Exceptional Children 58(3), 270-279.

Pearson, P. D. (1985). Changing the face of reading comprehension instruction. The Reading Teacher 38(8), 724-738.

Schumaker, J. B., Denton, P. H., & Deshler, D. D. (1984). The paraphrasing strategy. Lawrence, KS: The University of Kansas.

Williams, J. P. (1993). Comprehension of students with and without learning disabilities: Identification of narrative themes and idiosyncratic text representations. Journal of Educational Psychology,85(4), 631-641.

Winograd, P. (1984). Strategic difficulties in summarizing texts. Reading Research Quarterly, 19(4), 405-425.