7.+Research+Articles+About+Reading+Instructional+Strategies

Adamson, P., Adamson, B., Clausen-Grace, N., Eames, A., Einarson, C., Goff, J., Kelley, M. J., Olness, R. L., Sandmann, A. L., Swaggerty, E., & Wooten, D. A. (2006). Small-group reading instruction: A differentiated teaching model for intermediate readers, grades 3-8. //School Library Journal,// //52//, 83-83.
 * Articles about Reading Instructional Strategies**

Beghetto, R. A. (2006). Creative self-efficacy: Correlates in middle and secondary students. //Creativity Research Journal,// //18//(4), 447-457. doi:10.1207/s15326934crj1804_4

Conner, J. M., & Farr, R. (2009). Purposeful reading at the middle level. //Principal,// //88//(4), 56-57.

Duffermeyer, F. A. (1994). Effective anticipation guides statements for learning from expository prose. //Journal of Reading,// //37//(6), 452.

Ferrell, K. (2007). May I go to the bathroom? //Science Scope,// //31//(1), 31-37.

Fouad, N. A., & Smith, P. L. (1997). Reliability and validity evidence for the middle school self-efficacy scale. //Measurement & Evaluation in Counseling & Development (American Counseling Association),// //30//(1), 17.

Garriott, M., & Jones, L. (2005). Closing the fluency gap in the middle grades. //Principal,// //85//(1), 67-68.

Graves, M. F., & Liang, L. A. (2008). Four facets of reading comprehension instruction in the middle grades. //Middle School Journal,// //39//(4), 36-45.

Greene Jr., B. B. (2001). Testing reading comprehension of theoretical discourse with cloze. //Journal of Research in Reading,// //24//(1), 82.

Hedin, L. R., & Conderman, G. (2010). Teaching students to comprehend informational text through rereading. //Reading Teacher,// //63//(7), 556-565.

Hershberger, K., Zembal-Saul, C., & Starr, M. L. (2008). Section 2: Evidence helps the KWL get a KLEW. (pp. 187-190) National Science Teachers Association.

Hsieh, P., Cho, Y., Liu, M., & Schallert, D. L. (2008). Examining the interplay between middle school students' achievement goals and self-efficacy in a technology-enhanced learning environment. //American Secondary Education,// //36//(3), 33-50.

Klassen, R. M. (2010). Confidence to manage learning: The self-efficacy for self-regulated learning of early adolescents with learning disabilities. //Learning Disability Quarterly,// //33//(1), 19-30.

Kozen, A. A., Murray, R. K., & Windell, I. (2006). Increasing all students' chance to achieve: Using and adapting anticipation guides with middle school learners. //Intervention in School & Clinic,// //41//(4), 195-200.

Lapp, D., Fisher, D., & Grant, M. (2008). "You can read this text--I'll show you how": Interactive comprehension instruction. //Journal of Adolescent & Adult Literacy,// //51//(5), 372-383.

Lawrence, L. J. (2007). Cognitive and metacognitive reading strategies revisited: Implications for instruction. //Reading Matrix: An International Online Journal,// //7//(3), 55-71.

Luch, J. (2008). Motivating readers in the middle grades. //Library Media Connection,// //27//(3), 92-92.

Meehan, J. (2006). Generating excitement for reading in the middle grades: Start with nonfiction read-alouds! //Illinois Reading Council Journal,// //34//(4), 13-16.

Merkley, D. J. (1996). Modified anticipation guide. //Reading Teacher,// //50//(4), 365.

Middle grades. (1990). //Reading Teacher,// //44//(2), 138-140.

Mucherah, W., & Yoder, A. (2008). Motivation for reading and middle school students' performance on standardized testing in reading. //Reading Psychology,// //29//(3), 214-235. doi:10.1080/02702710801982159

Nash-Ditzel, S. (2010). Metacognitive reading strategies can improve self-regulation. //Journal of College Reading & Learning,// //40//(2), 45-63.

Nelson, J. M., & Manset-Williamson, G. (2006). The impact of explicit, self-regulatory reading comprehension strategy instruction on the reading-specific self-efficacy, attributions, and affect of students with reading disabilities. //Learning Disability Quarterly,// //29//(3), 213-230.

Oster, L. (2001). Using the think-aloud for reading instruction. //Reading Teacher,// //55//(1), 64.

Preddy, L. B. (2009). Reaching advanced readers in the middle grades. (cover story). //School Library Media Activities Monthly,// //25//(10), 19-21.

Reading performance of students in grades 4 and 8. (2006). //Condition of Education 2006,//, 130-134.

Scholastic scope teacher's edition vol. 57 no. 17, may 11, 2009. (2009). //Scholastic Scope (Teacher's Edition),// //57//(17), T-1; T-8.

Smith, L. A. (2006). Think-aloud mysteries: Using structured, sentence-by-sentence text passages to teach comprehension strategies. //Reading Teacher,// //59//(8), 764-773. doi:10.1598/RT.59.8.4

Stairs, A. J., & Burgos, S. S. (2010). The power of independent, self-selected reading in the middle grades. //Middle School Journal,// //41//(3), 41-48.

Steinman, L. (2002). A touch of ... class!; considering the cloze. //Canadian Modern Language Review,// //59//(2), 291-301.

Szabo, S. (2006). Kwhhl: A student-driven evolution of the kwl. //American Secondary Education,// //34//(3), 57-67.

Ulusoy, M. (2008). Evaluating sixth graders' reading levels with different cloze test formats. //Eurasian Journal of Educational Research (EJER),// (31), 115-133.

Usher, E. L., & Pajares, F. (2006). Inviting confidence in school: Invitations as a critical source of the academic self-efficacy beliefs of entering middle school students. //Journal of Invitational Theory & Practice,// //12//, 7-16.

Worthy, J. (2002). The intermediate grades what makes intermediate-grade students want to read? //Reading Teacher,// //55//(6), 568.