Rethinking Reading Comprehension Instruction: A Comparison of Instruction for Strategies and Content Approaches

By Margaret G. McKeown, Isabel L. Beck, Ronette G. K. Blake. 2009

416 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8ce2673f32b6b60fdb3f40d96ce554c987b95545

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Making the right connections: Differential effects of reading intervention for subgroups of comprehenders (2012, neutral): “Third, research is needed to determine whether questioning approaches designed to enhance readers' comprehension are differentially effective for different types of readers (cf. McKeown et al., 2009).”
Increasing Higher Level Language Skills to Improve Reading Comprehension (2011, background): “After-reading activities often involve questioning, such as asking readers to identify the main point (see McKeown et al., 2009, for a discussion).”
Improving reading comprehension and social studies knowledge in middle school (2013, methodology): “Improving Reading Comprehension and Social Studies Knowledge in Middle School | 79 The development of PACT was inf luenced by the comprehension intervention work of McKeown et al. (2009) for several reasons.”
A Cognitive View of Reading Comprehension: Implications for Reading Difficulties (2014, background): “…attention allocation during reading can be improved by implementing activities that direct attention to the important or central information in texts (McKeown, Beck, & Blake, 2009; Vaughn et al., 2000) and by practicing the detection and repair of coherence breaks (Mokhtari & Reichard, 2002).”
The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan (2021, background): “The positive impact of questions on reading comprehension found in the domain of reading research (McKeown et al., 2009; Rickards, 1976) did not hold for students’mathematical modelling competence.”
A Meta‐Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades (2020, background): “…schools, teachers refrain from providing explicit instruction about specific summarization techniques (Beerwinkle et al., 2018; Elledge, 2013; McKeown, Beck, & Blake, 2009) or struggle themselves with the identification of main ideas (Kucan, Hapgood, & Palincsar, 2011; Turcotte et al., 2015).”
Essential Elements of Fostering and Teaching Reading Comprehension (2011, background): “, 2009); a less consistent, although generally robust, finding is that discussion also promotes higher levels of reading comprehension (e.g., Applebee, Langer, Nystrand, & Gamoran, 2003; Bitter, O’Day, Gubbins, & Socias, 2009; McKeown et al., 2009; Taylor et al., 2003).”
Quality Talk: Developing Students’ Discourse to Promote High-level Comprehension (2018, background): “First, engaging in a discussion allows students to cognitively participate in meaning-making (McKeown et al., 2009) while also evaluating textual claims and evidence (Greene et al., 2008).”