Efficacy of Collaborative Strategic Reading With Middle School Students*

By S. Vaughn, J. Klingner, Elizabeth A. Swanson, Alison G. Boardman, Greg Roberts, Sarojani S. Mohammed, Stephanie J. Stillman-Spisak. 2011

231 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/afa192daa93dad395331826e360da888f8fcbb59

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In Developmental and Educational Psychology

In Education

Citations in the corpus

A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 Through 12: 1978–2016 (2019, background): “…(e.g., Scott Foresman; Jitendra et al., 2001) and evidence-based, multicomponent reading interventions (e.g., Collaborative Strategic Reading; Vaughn et al., 2011) often include main idea instruction, yet prior reviews have not examined the effects of such instruction (i.e., as the sole…”
Literacy and Text Reading in Middle and High School Social Studies and English Language Arts Classrooms (2016, background): “Although previewing text and building background knowledge are critical to the development of reading comprehension (Graves, Cooke, & LaBerge, 1983; Hirsch, 2003), they need not take much class time to be effective (Chen & Graves, 1995; Vaughn et al., 2011).”
Improving reading comprehension and social studies knowledge in middle school (2013, background): “, 1992), and collaborative strategic reading (Vaughn et al., 2011).”
Effectiveness of Schema-Based Instruction for Improving Seventh-Grade Students’ Proportional Reasoning: A Randomized Experiment (2013, background): “As with all multicomponent intervention research, there is a need “to experimentally manipulate and isolate the impact of the various components determining their relative effects” (Vaughn et al., 2011, p. 959).”
The Effects of Self-Questioning on Reading Comprehension: A Literature Review (2016, methodology): “For example, the Question Answer Relationship (QAR) method was implemented with small groups of students (e.g., Graham & Wong, 1993; Vaughn et al., 2011) and with large groups of students (e.g., Ezell, Hunsicker, Quinque, & Randolph, 1996).”