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The Journal of Educational Research Volume 109, 2016 - Issue 1
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Articles

Supplemental reading strategy instruction for adolescents: A randomized trial and follow-up study

Susan Chambers CantrellDepartment of Curriculum and Instruction, University of Kentucky, Lexington, Kentucky, USACorrespondence[email protected]
,
Janice F. AlmasiDepartment of Curriculum and Instruction, University of Kentucky, Lexington, Kentucky, USA
,
Margaret RintamaaCollaborative Center for Literacy Development, University of Kentucky, Lexington, Kentucky, USA
&
Janis C. CarterCollaborative Center for Literacy Development, University of Kentucky, Lexington, Kentucky, USA
Pages 7-26 | Received 27 Dec 2013, Accepted 07 Apr 2014, Published online: 28 Dec 2015

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Quan Qian, Guomin Zheng, Xianhan Huang & Xian Liao. (2023) Relationship Between Student-Perceived Reading Strategy Instruction and Students’ Reading Comprehension: A Serial Multiple Mediation Model. Reading & Writing Quarterly 0:0, pages 1-16.
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M. Okkinga, A. J. S. van Gelderen, E. van Schooten, R. van Steensel & P. J. C. Sleegers. (2021) Implementation quality of principles of reciprocal teaching in whole-classroom settings: a two-year study with low-achieving adolescents. Reading Psychology 42:4, pages 323-363.
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Margaret K. Merga. (2020) “Fallen through the cracks”: Teachers’ perceptions of barriers faced by struggling literacy learners in secondary school. English in Education 54:4, pages 371-395.
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Marcia H. Davis, James M. McPartland, Charlene Pryseski & Elizabeth Kim. (2018) The effects of coaching on English teachers’ reading instruction practices and adolescent students’ reading comprehension. Literacy Research and Instruction 57:3, pages 255-275.
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Articles from other publishers (11)

Charlotte Webber, Katherine Wilkinson, Lynne Duncan & Sarah McGeown. (2023) Approaches for supporting adolescents’ reading motivation: existing research and future priorities. Frontiers in Education 8.
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Lisa van der Sande, Roel van Steensel, Suzanne Fikrat-Wevers & Lidia Arends. (2023) Effectiveness of Interventions that Foster Reading Motivation: a Meta-analysis. Educational Psychology Review 35:1.
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Christopher Lowder, Chris O’Brien, Dawson Hancock, Jeremy Hachen & Chuang Wang. (2022) High School Success: A Learning Strategies Intervention to Reduce Drop-Out Rates. The Urban Review 54:4, pages 509-530.
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Miriam McBreen & Robert Savage. (2020) The Impact of Motivational Reading Instruction on the Reading Achievement and Motivation of Students: a Systematic Review and Meta-Analysis. Educational Psychology Review 33:3, pages 1125-1163.
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Jens Dietrichson, Trine Filges, Julie K. Seerup, Rasmus H. Klokker, Bjørn C. A. Viinholt, Martin Bøg & Misja Eiberg. (2021) Targeted school‐based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K‐6: A systematic review. Campbell Systematic Reviews 17:2.
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Cynthia A. Riccio & Maria J. Castro. 2020. The Cambridge Handbook of Applied School Psychology. The Cambridge Handbook of Applied School Psychology 64 82 .
. 2020. The Cambridge Handbook of Applied School Psychology. The Cambridge Handbook of Applied School Psychology.
Jens Dietrichson, Trine Filges, Rasmus H. Klokker, Bjørn C. A. Viinholt, Martin Bøg & Ulla H. Jensen. (2020) Targeted school‐based interventions for improving reading and mathematics for students with, or at risk of, academic difficulties in Grades 7–12: A systematic review. Campbell Systematic Reviews 16:2.
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Yasemin BAKİ. (2019) Türkçe Öğretmeni Adaylarının Üst Bilişsel Okuma Stratejilerinin Okuma Motivasyonu Üzerindeki Etkisinde Sınıf Düzeyinin ve Cinsiyetin Rolü. Eğitim Bilimleri Dergisi.
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Ariane Baye, Amanda Inns, Cynthia Lake & Robert E. Slavin. (2018) A Synthesis of Quantitative Research on Reading Programs for Secondary Students. Reading Research Quarterly 54:2, pages 133-166.
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Mariska Okkinga, Roel van Steensel, Amos J. S. van Gelderen, Erik van Schooten, Peter J. C. Sleegers & Lidia R. Arends. (2018) Effectiveness of Reading-Strategy Interventions in Whole Classrooms: a Meta-Analysis. Educational Psychology Review 30:4, pages 1215-1239.
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