References
- Alliance for Excellent Education. (2006). Who's counted? Who's counting? Understanding high school graduation rates. Washington, DC: Author.
- Anderson, R. C. (1977). The notion of schemata and the educational enterprise: General discussion of the conference. In R. C. Anderson, R. J. Spiro, & W. E. Montague (Eds.), Schooling and the acquisition of knowledge (pp. 415-431). Hillsdale, NJ: Erlbaum.
- Baer, A. L. (2005). Do you hear voices? A study of the symbolic reading inventory. Journal of Adolescent & Adult Literacy, 49, 214-225.
- Biancarosa, G., & Snow, C. E. (2004). Reading next—A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York. Washington, DC: Alliance for Excellent Education.
- Blachowicz, C., & Ogle, D. (2001). Reading comprehension. New York: Guilford Press.
- Block, C. C., & Pressley, M. (2003). Best practices in comprehension instruction. In L. M. Morrow, L. B. Gambrell, & M. Pressley (Eds.), Best practices in literacy instruction (2nd ed., pp. 111-126). New York: Guilford.
- Duke, N. K., & Pearson, P. (2002). Effective practices for developing reading comprehension. In A. E. Farstrup & S. Samuels (Eds.), What research has to say about reading instruction (pp. 205-242). Newark, DE: International Reading Association.
- Dymock, S. (2005). Teaching expository text structure awareness. Reading Teacher, 59, 177-182.
- Galda, L., & Beach, R. (2001). Response to literature as a cultural activity. Reading Research Quarterly, 36, 64-73.
- Graves, M., Juel, C., & Graves, B. (2001). Teaching reading in the 21st century (2nd ed.). Boston: Allyn & Bacon.
- Hock, M., & Mellard, D. (2005). Reading comprehension strategies for adult literacy outcomes. Journal of Adolescent & Adult Literacy, 49, 192-200.
- International Reading Association. (2007). Adolescent literacy. Retrieved November 13, 2007, from http://www.reading.org/resources/issues/positions_adolescent.html
- Keene, E. K., & Zimmerman, S. (1997). Mosaic of thought: Teaching comprehension in a reading workshop. Portsmouth, NH: Heinemann.
- McGee, L. M. (1982). Awareness of text structure: Effects on children's recall of expository text. Reading Research Quarterly, 17, 581-590.
- Meyer, B. J. F., & Freedle, R. O. (1984). Effects of discourse type on recall. American Education Research Journal, 21, 121-144.
- Moore, D. W., Bean, T. W., Birdyshaw, D., & Rycik, J. A. (1999). Adolescent literacy: A position statement for the commission on adolescent literacy of the International Reading Association. Newark, DE: International Reading Association.
- National Assessment of Educational Progress. (2005). The nation's report card: Reading. Retrieved November 13, 2007, from http://nces.ed.gov/nationsreportcard/reading
- No Child Left Behind Act of 2001, Pub. L. No. 107-110, §115, Stat. 1425 (2001).
- Pachtman, A. B., & Wilson, K. A. (2006). What do the kids think? Reading Teacher, 59, 680-684.
- Perie, M., Grigg, W. S., & Donahue, P. L. (2005). The nation's report card: Reading 2005. Washington, DC: U.S. Government Printing Office.
- Taba, H. (1967). Teacher's handbook for elementary social studies. Reading, MA: Addison-Wesley.
- Tovani, C. (2000). I read it but I don't get it: Comprehension strategies for adolescent readers. Portland, ME: Stenhouse.