Page 13: References & Additional Resources
To cite this module, please use the following:
The IRIS Center. (2008). CSR: A reading comprehension strategy. Retrieved from https://iris.peabody.vanderbilt.edu/module/csr/
Bremer, C. D., Vaughn, S., Clapper, A. T., & Kim, A. (2002). Collaborative strategic reading (CSR): Improving secondary students’ reading comprehension skills. Improving Secondary Education and Transition Services through Research, 1(2), 1–7.
Dimino, J. A., Simon, E., & Vaughn, S. (2007). Collaborative strategic reading (CSR): Improving reading comprehension skills. National Center on Secondary Education and Transition (NCSET) Conference Call Presentation, September 17, 2002.
Education Development Center. (2007). Reading: Reading expository text. Retrieved March 4, 2008, from http://www.literacymatters.org/content/readandwrite/expos.htm
Klingner, J. K., Vaughn, S., & Schumm, J. S. (1998). Collaborative strategic reading during social studies in heterogeneous fourth-grade classrooms. The Elementary School, Journal 99(1), 3–22.
Klingner, J. K., Vaughn, S., Dimino, J., Schumm, J. S., & Bryant, D. (2001). Collaborative strategic reading: Strategies for improving comprehension. Longmont, CO: Sopris West.
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
Neufeld, P. (2005). Comprehension instruction in content area classes. The Reading Teacher, 59(4), 302–312.
Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved March 5, 2008, from http://projects.coe.uga.edu/epltt/index.php?title=Cooperative_Learning&printable=yes
RAND Reading Study Group. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, CA: RAND. Retrieved July 12, 2007, from http://www.rand.org/pubs/monograph_reports/MR1465/MR1465.pdf
Snowball, D. (2005). Teaching comprehension (CD-ROMs levels K-2, 3-6, 6-9). Port, NY: A.U.S.S.I.E.
Southwest Educational Development Laboratory. (2001). Collaborative Strategic Reading. Retrieved June 25, 2007, from http://www.sedl.org/cgi-bin/mysql/buildingreading.cgi?l=description&showrecord=15
Vaughn, S., & Klingner, J. K. (1999). Teaching reading comprehension through collaborative strategic reading. Intervention in School and Clinic, 34(5), 284–292.
Vaughn, S., Klingner, J. K., & Bryant, D. (2001). Collaborative strategic reading as a means to enhance peer-mediated instruction for reading comprehension and content-area learning. Remedial and Special Education, 22(2), 66–74.
Wilhelm, J. D. (2003). Navigating meaning: Using think-alouds to help readers monitor comprehension. Retrieved March 5, 2008, from http://www.nwp.org/cs/public/print/resource/495
Boardman, A. G., Vaughn, S., Buckley, P., Reutebuch, C., Roberts, G., & Klingner, J. (2016). Collaborative strategic reading for students with learning disabilities in upper elementary classrooms. Exceptional Children, 82(4), 409–427.
The authors of this study found a significant increase in reading comprehension among students with learning disabilities in fifth- and sixth-grade classrooms where teachers employed CSR. The article describes the methodology and assessment measures, and includes a detailed discussion of the implications of the research for future study, classroom instruction, and professional development.
Brown, C. L. (2007). Supporting English language learners in content-reading. Reading Improvement, 44(1), 32–39.
This article explores the multiple issues and challenges (e.g., syntax, vocabulary, background knowledge) related to content-area reading as they exist for English language learners. It offers three recommendations for content-area instructors to support and improve the development of reading comprehension skills for ELL students.
Capin, P., & Vaughn, S. (2017). Improving reading and social studies learning for secondary students with reading disabilities. TEACHING Exceptional Children, 49(4), 249–261.
This article examines the effect on student literacy outcomes of secondary content-area subjects in which the method of instruction tends to rely heavily on sources of information other than text. To help promote better reading comprehension, the authors recommend the use of Promoting Adolescents’ Comprehension of Text (PACT) and collaborative strategic reading (CSR) as effective methods of developing reading comprehension skills while also addressing the need to build content knowledge.
Klingner, J. K., & Vaughn, S. (2000). The helping behaviors of fifth graders while using collaborative strategic reading during ESL content classes. TESOL Quarterly, 34(1), 69–98.
This article presents information regarding the manner and frequency with which English language learners assist their peers when using collaborative strategic reading in small groups. It also offers explanation of and research regarding the reading strategy, as well as classroom implications.
Klingner, J. K., Vaughn, S., Arguelles, M. E., Hughes, M. T., & Ahwee, S. (2004). Collaborative strategic reading: Real world lessons from classroom teachers. Remedial and Special Education, 25, 291–302.
This article details a year-long study that used five intervention and five control teachers from a total of five schools to measure the effectiveness of collaborative reading strategies. The discussion of the study offers practical applications for classroom teachers.
Palmer, B. C., Shackelford, V. S., Miller, S. C., & Leclere, J. T. (2006). Bridging two worlds: Reading comprehension, figurative language instruction, and the English- language learner. Journal of Adolescent & Adult Literacy, 50(4), 258–267.
According to the authors, the purpose of this article is to offer and explain to teachers some of the specific interpretation strategies that can be used to help English language learners comprehend figurative language. Some of these include contextual dialogue, visualization, modeling, and classroom use of native language.
Payton, J. W., Munro, S., O-Brien, M. U., & Roger P. (2006). Common ground: Cooperative learning helps create the essential skill of working (and compromising within a group). Edutopia, 53–55.
Last in a series of ten articles offering ideas to improve schools, this article focuses on the big idea of cooperative learning. It discusses how the use of what used to be called “soft skills” (i.e., collaboration, critical thinking, problem solving, creativity, and innovation) benefits students in today’s classrooms.
Sencibaugh, J. M. (2007). Meta-Analysis of reading comprehension interventions for students with learning disabilities: Strategies and implications. Reading Improvement 44(1), 6–22.
This article details the author’s study of the metacognitve instructional strategies used to improve the reading comprehension skills of learning disabled students. It offers a discussion of the techniques found to provide the most significant student gains. Concluding, the author translates his findings into implications for classroom practice.
Tam, K. Y., Heward, W. L., & Heng, M. A. (2006). A reading instruction intervention program for English-language learners who are struggling readers. The Journal of Special Education, 40(2), 79–93.
This article presents an overview of three essential components of reading instruction for language minority students: vocabulary instruction, error correction, and fluency building. It discusses the results of the implementation of the strategies in a public school with 500 students, 100 of who are labeled English-language learners.
Texas Center for Reading and Language Arts (2000). Professional development guide: Enhancing reading comprehension for secondary students—part II. Austin, TX: Texas Center for Reading and Language Arts. Retrieved on April 22, 2008, from http://www.texasreading.org/utcrla/materials/secondary_comprehension_se.asp
This invaluable tool can be used as a resource to teach educators about Collaborative Reading Strategies. The suggested activities are complemented by video and overhead transparencies, which can be used to facilitate a workshop.
Willingham, D. T. (2006). The usefulness of brief instruction in reading comprehension strategies. American Educator, Winter, 39–45, 50.
This article is a response, published in the “Ask the Cognitive Scientist” column, to a reader who posed the question, “What about reading comprehension strategies? Isn’t it important to teach children comprehension strategies to help them get everything out of what they read?” The author responds by offering research he feels is “clear and strong enough to merit classroom application.”
Vaughn Gross Center for Reading and Language Arts http://www.texasreading.org/utcrla
This site, the online home of the Vaughn Gross Center for Reading and Language Arts (VGC) at the College of Education, at the University of Texas at Austin, houses information related to reading comprehension intervention and ELLs and ESLs, among many other relevant topics.