Relationship Between Graphical Device Comprehension and Overall Text Comprehension for Third-Grade Children

References

• Aarnauste, C.A. J., & Van Leeuwe, L.F. J. (1998). Relation between reading comprehension, vocabulary, reading pleasure and reading frequency. Educational Research and Evaluation, 4, 143–166.
   Google Scholar
• Allington, R.L. (1991). How policy and regulation influence instruction for at-risk learners, or why poor readers rarely comprehend well and probably never will. In L. Idol & B. Jones (Eds.), Educational values and cognitive instruction: Implications for reform (pp. 273–296). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Baumann, J.F. (2009). Vocabulary and reading comprehension: The nexus of meaning. In S.E. Israel & G.G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 323–346). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R.M. (2007). Instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. Reading Teacher, 61, 70–77.
   Web of Science ®Google Scholar
• Buly, M.R., & Valencia, S.W. (2002). Below the bar: Profiles of students who fail state reading assessments. Educational Evaluation and Policy Analysis, 24, 219–239.
   Web of Science ®Google Scholar
• Campbell, J.R., Voelkl, K.E., & Donahue, P. (1997). NAEP 1996 trends in academic progress. (NCES Publication No. 97985r.). Washington, DC: U. S. Department of Education.
   Google Scholar
• Cartwright, K.B. (2002). Cognitive development and reading: The relation of reading-specific multiple classification skill to reading comprehension in elementary school children. Journal of Educational Psychology, 94, 56–63.
   Web of Science ®Google Scholar
• Cartwright, K.B. (2007). The contribution of graphophonological-semantic flexibility to reading comprehension in college students: Implications for a less simple view of reading. Journal of Literacy Research, 39, 173–193.
   Web of Science ®Google Scholar
• Cartwright, K.B., Coppage, E.A., & Marshall, T.R. (2009, March). Reading-specific cognitive flexibility in first and second grade predicts reading comprehension two years later. Paper presented at the Society for Research in Child Development, Denver, CO.
   Google Scholar
• Cartwright, K.B., Marshall, T.R., Dandy, K.L., & Isaac, M.C. (2010). The development of graphophonological-semantic cognitive flexibility and its contribution to reading comprehension in beginning readers. Journal of Cognition and Development, 11, 61–85.
   Web of Science ®Google Scholar
• Catts, H.W., Adolf, S.M., & Weismer, S.E. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49, 278–293.
   PubMed Web of Science ®Google Scholar
• Chall, J.S. (1967). Learning to read: The great debate. New York, NY: McGraw-Hill.
   Google Scholar
• Chall, J.S., & Jacobs, V.A. (2003, Spring). Poor children's fourth-grade slump. American Educator. Retrieved from http://www.aft.org/newspubs/periodicals/ae/spring2003/hirschsbclassic.cfm
   Google Scholar
• Christ, T., & Wang, X.C. (2011). Closing the vocabulary gap?: A review of research on early childhood vocabulary practices. Reading Psychology, 31, 426–458. doi: 10.1080/02702711.2010.495638
   Google Scholar
• Crawford, L., Tindal, G.A., & Stieber, S. (2001). Using oral reading rate to predict student performance on statewide achievement tests. Educational Assessment, 7, 303–323. doi: 10.1207/S15326977EA0704_04
   Google Scholar
• CTB/McGraw-Hill (1996). TerraNova. Monterey, CA: CTB/McGraw-Hill.
   Google Scholar
• de Jong, T., & Ferguson-Hessler, M.G. M. (1996). Types and qualities of knowledge. Educational Psychologist, 31, 105–113.
   Web of Science ®Google Scholar
• Duke, N.K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35, 202–224.
   Web of Science ®Google Scholar
• Duke, N.K., Norman, R.R., Roberts, K.L., Martin, N.M., Knight, J.A., Morsink, P.M., & Calkins, S.L. (2013). Beyond concepts of print: Development of concepts of graphics in text, pre-k to grade 3. Research in the Teaching of English 48, 175–203.
   Web of Science ®Google Scholar
• Duke, N.K., Purcell-Gates, V., Hall, L.A., & Tower, C. (2006/2007). Authentic literacy activities for developing comprehension and writing. Reading Teacher, 60, 344–355.
   Web of Science ®Google Scholar
• Duke, N.K., Roberts, K.L., & Norman, R.R. (2011). Young children's understanding of specific graphical devices in informational text. Poster presented at the annual meeting of the International Reading Association, Orlando, FL.
   Google Scholar
• Entwisle, D.R., & Astone, N.M. (1994). Some practical guidelines for measuring youth's race/ethnicity and socioeconomic status. Child Development, 65, 1521–1540.
   Web of Science ®Google Scholar
• Fingeret, L. (2012). Graphics in children's informational texts: A content analysis (Unpublished doctoral dissertation). Michigan State University, East Lansing, MI.
   Google Scholar
• Fuchs, L.S., Fuchs, D., Hosp, M.K., & Jenkins, J.R. (2001). Oral reading fluency as an indicator of reading competence: A theoretical, empirical, and historical analysis. Scientific Studies of Reading, 5, 239–256. doi: 10.1207/S1532799XSSR0503_3
   Google Scholar
• Fukkink, R.G., & De Glopper, K. (1998). Effects of instruction in deriving word meaning from context: A meta-analysis. Review of Educational Research, 68, 450–469. doi: 10.3102/00346543068004450
   Web of Science ®Google Scholar
• Gill, S.R. (2009). What teachers need to know about the “new” nonfiction. Reading Teacher, 63, 260–267. doi: 10.1598/RT.63.4.1
   Google Scholar
• Graves, M.F. (2006). The vocabulary book: Learning and instruction. New York, NY: Teachers College Press.
   Google Scholar
• Guthrie, J.T., Wigfield, A., & Perencevich, K.C. (Eds.). (2004). Motivating reading comprehension: Concept-oriented reading instruction. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Hannus, M., & Hyona, J. (1999). Utilization of illustrations during learning of science textbook passages among low- and high-ability children. Contemporary Educational Psychology, 24, 95–123.
   PubMed Web of Science ®Google Scholar
• Hart, B., & Risley, T.R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Paul H. Brookes Publishing Co.
   Google Scholar
• Hoover, H.D., Dunbar, S.B., & Frisbie, D.A. (2001). Iowa tests of basic skills. Itasca, IL: Riverside Publishing.
   Google Scholar
• Jeong, J., Gaffney, J.S., & Choi, J. (2010). Availability and use of informational texts in second-, third-, and fourth-grade classrooms. Teaching of English, 44, 435–456.
   Web of Science ®Google Scholar
• Lubliner, S., & Smetana, L. (2005). The effects of comprehensive vocabulary instruction on Title I students’ metacognitive word-learning skills and reading comprehension. Journal of Literacy Research, 37, 163–200. doi: 10.1207/s15548430jlr3702_3
   Web of Science ®Google Scholar
• MacGinitie, W.H., MacGinitie, R.K., Maria, K., & Dreyer, L.G. (2000). Gates-MacGinitie Reading Tests: Level 3 (4th ed.). Itasca, IL: Riverside Publishing.
   Google Scholar
• Markwardt, F.C. (1989). Peabody individual achievement test—Revised. Circle Pines, MN: American Guidance Service.
   Google Scholar
• McKenna, M.C., & Kear, D.J. (1990). Measuring attitude toward reading: A new tool for teachers. Reading Teacher, 43, 626–639.
   Web of Science ®Google Scholar
• McKeown, M.G., Beck, I., Omanson, R.C., & Pople, M.T. (1985). Some effects of the nature and frequency of vocabulary instruction on the knowledge and use of words. Reading Research Quarterly, 20, 522–535.
   Web of Science ®Google Scholar
• McTigue, E.M. (2009). Does multimedia learning theory extend to middle-school students? Contemporary Educational Psychology, 34, 143–153.
   Web of Science ®Google Scholar
• Metros, S.E. (2008). The educator's role in preparing visually literate learners. Theory into Practice, 47, 102–109.
   Web of Science ®Google Scholar
• Morgan, P.L., & Fuchs, D. (2007). Is there a bidirectional relationship between children's reading skills and reading motivation? Exceptional Children, 73, 165–174.
   Web of Science ®Google Scholar
• Moss, B. (2008). Getting the picture: Visual dimensions of informational texts. In J. Flood, S.B. Heath, & D. Lapp (Eds.), Handbook of research on teaching literacy through communicative and visual arts (Vol. 36, pp. 393–398). New York, NY: Lawrence Earlbaum.
   Google Scholar
• National Center for Educational Statistics. (2010). The nation's report card: Grade 12 reading and mathematics 2009 national and pilot state results. Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U. S. Department of Education.
   Google Scholar
• National Governors Association Center for Best Practices, & Council of Chief State School Officers. (2010). Common Core State Standards. Retrieved from http://www.corestandards.org
   Google Scholar
• 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 Development.
   Google Scholar
• National Reading Panel. (2002). Report of the national reading panel. Washington, DC: Government Printing Office.
   Google Scholar
• Netten, A., Droop, M., & Verhoeven, L. (2011). Predictors of reading literacy for first and second language learners. Reading and Writing, 24, 413–425. doi: 10.1007/s11145-0101-9234-2
   PubMed Web of Science ®Google Scholar
• Perie, M., Grigg, W., & Donahue, P. (2005). The nation's report card: Reading 2005. Washington, DC: Government Printing Office.
   Google Scholar
• Poldrack, R.A., Clark, J., Pare-Blagoev, E.J., Shohamy, D., Moyano, J.C., Meyers, C., & Gluck, M.A. (2001). Interactive memory systems in the human brain. Nature, 414, 546–550.
   PubMed Web of Science ®Google Scholar
• Pressley, M., Duke, N.K., Gaskins, I.W., Fingeret, L., Halladay, J., Hilden, K., …Collins, S. (2008). Working with struggling readers: Why we must get beyond the Simple View of Reading and visions of how it might be done. In T. Gutkin & C.R. Reynolds (Eds.), The handbook of school psychology ( 4th ed., pp. 522–546). New York, NY: Wiley.
   Google Scholar
• RAND Reading Study Group. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, CA: RAND.
   Google Scholar
• Riedel, B.W. (2007). The relation between DIBELS, reading comprehension, and vocabulary in urban first-grade students. Reading Research Quarterly, 42, 546–567. doi: 10.1598/RRQ.42.4.5
   Web of Science ®Google Scholar
• Roberts, K.L., Norman, R.R., Duke, N.K., Morsink, P., Martin, N.M., & Knight, J.A. (2013). Diagrams, timelines, and tables—Oh, my! Fostering graphical literacy. Reading Teacher 67, 12–23. doi: 10.1002.TRTR.1174
   Web of Science ®Google Scholar
• Rosenblatt, L.M. (2004). The transactional theory of reading and writing. In R.B. Ruddell & N.J. Unrau (Eds.), Theoretical models and processes of reading (pp. 1363–1398). Newark, DE: International Reading Association.
   Google Scholar
• Rumelhart, D.E. (2004). Toward and interactive model of reading. In R.B. Ruddell & N.J. Unrau (Eds.), Theoretical models and processes of reading (pp. 1149–1179). Newark, DE: International Reading Association.
   Google Scholar
• Schwanenflugel, P.J., Hamilton, A.M., Kuhn, M.R., Wisenbaker, J.M., & Stahl, S.A. (2004). Becoming a fluent reader: Reading skill and prosodic features in the oral reading of young readers. Journal of Educational Psychology, 96, 119–129.
   PubMed Web of Science ®Google Scholar
• Share, D., Jorm, A., MacLean, R., & Mathews, R. (1984). Sources of individual differences in reading acquisition. Journal of Educational Psychology, 76, 1309–1324.
   Web of Science ®Google Scholar
• Stahl, K.A. D. (2004). Proof, practice, and promise: Comprehension strategy instruction in the primary grades. Reading Teacher, 57, 598–610.
   Web of Science ®Google Scholar
• Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360–407. doi: 10.1598/RRQ.21.4.1
   Web of Science ®Google Scholar
• Stanovich, K.E. (2004). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. In R.B. Ruddell & N.J. Unrau (Eds.), Theoretical models and processes of reading ( 5th ed., pp. 454–516). Newark, DE: International Reading Association.
   Google Scholar
• Sweet, A.P., Guthrie, J.T., & Ng, M.M. (1998). Teachers perceptions and student reading motivation. Journal of Educational Psychology, 90, 210–223.
   Web of Science ®Google Scholar
• Taboada, A., Tonks, S., Wigfield, A., & Guthrie, J.T. (2009). Effects of motivational and cognitive variables on reading comprehension. Reading and Writing, 22, 85–106. doi: 10.1007/s11145-008-9133-y
   Web of Science ®Google Scholar
• Therrien, W.J. (2004) Fluency and comprehension gains as a result of repeated reading: A meta-analysis. Remedial and Special Education, 25(4), 252–261.
   Web of Science ®Google Scholar
• Wharton-McDonald, R., & Swinger, S. (2009). Developing higher order comprehension in the middle grades. In S.E. Israel & G.G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 510–530). New York, NY: Routledge.
   Google Scholar
• Williams, K.T. Group Reading Assessment and Diagnostic Evaluation. (2001). Shoreview, MN: Pearson AGS Globe.
   Google Scholar
• Williams, K.T., Cassidy, J., & Samuels, S.J. (2010a). Group reading assessment and diagnostic evaluation (GRADE). New York, NY: Pearson.
   Google Scholar
• Williams, K.T., Cassidy, J., & Samuels, S.J. (2010b). Reading fluency indicator. New York, NY: Pearson.
   Google Scholar
• Wren, S. (2006). Developing research-based resources for the balanced reading teacher: The Simple View of Reading: R = DxC. Retrieved from http://www.balancedreading.com/feedback.html
   Google Scholar
• Yeh, Y., & McTigue, E.M. (2009). The frequency, variation, and function of graphical representations within standardized state science tests. School Science and Mathematics, 109, 435–450.
   Google Scholar