Effective Practices for Developing Reading Comprehension

By Nell K. Duke, P. David Pearson. 2009

1,319 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e920c5a34275f2c04834190104b96a6eee1b01bd

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Citations in the corpus

Essential Elements of Fostering and Teaching Reading Comprehension (2011, background): “…that research indicates are worth teaching—that is, if taught, they improve reading comprehension—varies from one research review to another (Duke & Pearson, 2002; National Institute of Child Health and Human Development [NICHD], 2000) but often includes the following: • Setting purposes…”
A Review of Summarizing and Main Idea Interventions for Struggling Readers in Grades 3 Through 12: 1978–2016 (2019, background): “Attending to the text’s organization may help students situate ideas across paragraphs within the overall text structure; it may also facilitate retention of important information (Duke & Pearson, 2008).”
Science Textbooks' Use of Graphical Representation: A Descriptive Analysis of Four Sixth Grade Science Texts (2010, background): “Although graphical representations are often considered “ re -presentations” of the textual information in a new form ( Duke & Pearson, 2002 ), this is not always the case.”
Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks (2009, background): “…better monitor the adequacy of their text representation and use a range of strategies in response to failures to understand what they are reading (Duke & Pearson, 2002; Garner, 1987; Griffin, Wiley, & Thiede, 2008; Hacker et al., 1998; McNamara, 2004; Palincsar & Brown, 1984; Pressley, 2002;…”
Building a House on Sand: Why Disciplinary Literacy Is Not Sufficient to Replace General Strategies for Adolescent Learners Who Struggle (2012, background): “Text is more complex at the secondary level, as is the demand for learning more from text, especially expository text, which further complicates the challenge of learning (Duke & Pearson, 2002).”
“Bumping Into Spicy, Tasty Words That Catch Your Tongue”: A Formative Experiment on Vocabulary Instruction (2007, methodology): “For each context clue type and other word-learning strategy we taught, we used an instructional framework that included verbal explanation, modeling, guided practice, and independent practice (Duke & Pearson, 2002; Hunter, 1982).”
The ‘Document-Based Lesson’: Bringing disciplinary inquiry into high school history classrooms with adolescent struggling readers (2012, methodology): “Explicit strategy instruction (cf. Pearson and Gallagher 1983; Harris and Graham 1996; Duke and Pearson 2002; Nokes and Dole 2004)—a method familiar to Language Arts teachers, but utterly foreign to history and social studies classrooms—maintains that cognitive acts such as reading strategies…”
Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension (2021, background): “For the last 30 years, most L1 reading comprehension programmes in primary and secondary schools include reading strategies in some form (Duke & Pearson, 2002).”
Reading on Paper and Digitally: What the Past Decades of Empirical Research Reveal (2017, background): “Furthermore, prominent reading researchers have decried the lack of exposition within the early elementary grades (Dreher, 2003; Duke, 2000; Duke & Pearson, 2008).”
Generating Instruction Automatically for the Reading Strategy of Self-Questioning (2009, methodology): “As Sections 1.1-1.4 illustrated, our instruction for self-questioning instantiates a modified version of Duke and Pearson's five-step model [2] for human instruction of a comprehension strategy: 1.”
REFUTATION TEXT IN SCIENCE EDUCATION: A REVIEW OF TWO DECADES OF RESEARCH (2010, background): “First, students need explicit instruction about a variety of text formats, such as narrative or expository, and a variety of informational text structures, such as cause and effect or compare and contrast (e.g., Duke & Pearson, 2002 ).”
The Effects of Summer Reading on Low-Income Children’s Literacy Achievement From Kindergarten to Grade 8 (2013, unknown): “…that the implementation of research-based reading instruction summarized by the National Reading Panel (2000) and subsequent syntheses of primary studies (Duke & Pearson, 2002; National Institute for Literacy, 2006; Shanahan et al., 2010) would moderate intervention effects on reading outcomes.”
HOT Blogging: A Framework for Blogging to Promote Higher Order Thinking (2009, background): “Research also suggests that students with greater prior knowledge remember more, are better able to determine what is important in the text, and use that knowledge to draw inferences from and elaborate on the text to achieve higher levels of comprehension (Afflerbach, 1990; Duke & Pearson, 2002; P”