The document discusses integrating technology into teaching reading comprehension. It will review what reading comprehension is, the subskills needed, strategies good readers use, and low, high and web-based tech tools that support comprehension skill acquisition. The presentation will provide a graphic map of topics, define key comprehension concepts and skills, and explain how technology can support teaching reading comprehension.

1. Integrating Technology into the
Teaching of Reading Comprehension
Pres en te d by N a n ci Sh ep a rd so n

2. Integrating Technology into the
Teaching of Reading Comprehension
Pres en te d by N a n ci Sh ep a rd so n

3. Here’s what we will do:
What is reading comprehension and what are the sub skills needed to be a good
comprehender?
Review the strategies that good readers use to comprehend text
Make a reference tool
Learn about Low Tech Tools that will support the acquisition of comprehension
skills
Learn about High Tech Tools that will support the acquisition of comprehension
skills
Web 2.0/Websites that will support the acquisition of comprehension skills
Wrap up/Questions/WIKI Resource

4. A Graphic Map of What We Will Do
Map was made on mywebspiration.com, a free tool in the beta stage.

5. What is Reading
Comprehension?
“It is a process, rather than a particular product.
The
process is one through which the reader draws meaning from
a text, based on his or her knowledge, the nature of the text
and the author’s message, the perceived purpose of reading,
and the broader context in which the reading is carried
out” ( Carlisle and Rice, 2002, p.17).
“Comprehension involves activating or constructing schema
that provides a coherent explanation of objects and events in
the text. Schemata are especially important when
inferencing or “reading between the lines” is required or
more than one interpretation is required” (Ehren, 2005, p.
312).

6. It’s all related
This model was taken from class notes in the Reading Research class taught by Susan Lowell.
It shows that each of the skill areas build on eachother. In the end, each of these skills are
related to comprehension because of their interconnectedness.
Each of these blocks comes from the NRP findings on the 5 most important aspects of
reading. Interesting that spelling did not “make the list” by the NRP.

7. It’s all related
Phonemic Awareness
This model was taken from class notes in the Reading Research class taught by Susan Lowell.
It shows that each of the skill areas build on eachother. In the end, each of these skills are
related to comprehension because of their interconnectedness.
Each of these blocks comes from the NRP findings on the 5 most important aspects of
reading. Interesting that spelling did not “make the list” by the NRP.

8. It’s all related
Phonemic Awareness
This model was taken from class notes in the Reading Research class taught by Susan Lowell.
It shows that each of the skill areas build on eachother. In the end, each of these skills are
related to comprehension because of their interconnectedness.
Each of these blocks comes from the NRP findings on the 5 most important aspects of
reading. Interesting that spelling did not “make the list” by the NRP.

9. It’s all related
Phonics
Phonemic Awareness
This model was taken from class notes in the Reading Research class taught by Susan Lowell.
It shows that each of the skill areas build on eachother. In the end, each of these skills are
related to comprehension because of their interconnectedness.
Each of these blocks comes from the NRP findings on the 5 most important aspects of
reading. Interesting that spelling did not “make the list” by the NRP.

10. It’s all related
Phonics
Phonemic Awareness
This model was taken from class notes in the Reading Research class taught by Susan Lowell.
It shows that each of the skill areas build on eachother. In the end, each of these skills are
related to comprehension because of their interconnectedness.
Each of these blocks comes from the NRP findings on the 5 most important aspects of
reading. Interesting that spelling did not “make the list” by the NRP.

11. It’s all related
Phonics
Decoding
Phonemic Awareness
This model was taken from class notes in the Reading Research class taught by Susan Lowell.
It shows that each of the skill areas build on eachother. In the end, each of these skills are
related to comprehension because of their interconnectedness.
Each of these blocks comes from the NRP findings on the 5 most important aspects of
reading. Interesting that spelling did not “make the list” by the NRP.

12. It’s all related
Phonics
Decoding
Phonemic Awareness
This model was taken from class notes in the Reading Research class taught by Susan Lowell.
It shows that each of the skill areas build on eachother. In the end, each of these skills are
related to comprehension because of their interconnectedness.
Each of these blocks comes from the NRP findings on the 5 most important aspects of
reading. Interesting that spelling did not “make the list” by the NRP.

13. It’s all related
Fluency
Phonics
Decoding
Phonemic Awareness
This model was taken from class notes in the Reading Research class taught by Susan Lowell.
It shows that each of the skill areas build on eachother. In the end, each of these skills are
related to comprehension because of their interconnectedness.
Each of these blocks comes from the NRP findings on the 5 most important aspects of
reading. Interesting that spelling did not “make the list” by the NRP.

14. It’s all related
Fluency
Phonics
Decoding
Phonemic Awareness
This model was taken from class notes in the Reading Research class taught by Susan Lowell.
It shows that each of the skill areas build on eachother. In the end, each of these skills are
related to comprehension because of their interconnectedness.
Each of these blocks comes from the NRP findings on the 5 most important aspects of
reading. Interesting that spelling did not “make the list” by the NRP.

15. It’s all related
Vocabulary
Fluency
Phonics
Decoding
Phonemic Awareness
This model was taken from class notes in the Reading Research class taught by Susan Lowell.
It shows that each of the skill areas build on eachother. In the end, each of these skills are
related to comprehension because of their interconnectedness.
Each of these blocks comes from the NRP findings on the 5 most important aspects of
reading. Interesting that spelling did not “make the list” by the NRP.

16. It’s all related
Vocabulary
Fluency
Phonics
Decoding
Phonemic Awareness
This model was taken from class notes in the Reading Research class taught by Susan Lowell.
It shows that each of the skill areas build on eachother. In the end, each of these skills are
related to comprehension because of their interconnectedness.
Each of these blocks comes from the NRP findings on the 5 most important aspects of
reading. Interesting that spelling did not “make the list” by the NRP.

17. It’s all related
Comprehension
Vocabulary
Fluency
Phonics
Decoding
Phonemic Awareness
This model was taken from class notes in the Reading Research class taught by Susan Lowell.
It shows that each of the skill areas build on eachother. In the end, each of these skills are
related to comprehension because of their interconnectedness.
Each of these blocks comes from the NRP findings on the 5 most important aspects of
reading. Interesting that spelling did not “make the list” by the NRP.

18. What is Phonemic
Awareness?
“The ability to identify syllables or individual
sounds in words and to manipulate sounds in
words” (Carlisle, 2002, p.19).
For example: Say “cat”. Now change the /c/
sound to /p/. Say “pat”

19. What is phonics?
“Direct teaching of sound-symbol
correspondence” (Moats,2000, p.14).
For example: the word “pat” has the
sounds: /p/ /a/ /t/. Each of these sounds has
a symbol that represents it.

20. What is decoding?
The combination of phonemic awareness and
phonics.

21. What is Fluency?
“Conventionally, for reading to be fluent, it should be 1) accurate
(without too many miscues), 2) at a reasonable rate, and 3) prosodic
(read with enough expression that is sounds like a language)” (Stahl,
2004, p. 188).
“Several models of reading development suggest that fluency is a
crucial component of effective reading” (Stahl, 2004, p.187).
“Fluency is our best know bridge to ease comprehension” (Wolf, 2003,
p.371).
“Reading rate was strongly associated with comprehension in the fourth
grade oral reading portion of the NAEP study and elsewhere” (McCradle
and Chhabra, 2004, p. 189).

22. What is Vocabulary?
•“Reading comprehension comprised of two skills; word knowledge
(vocabulary) and reasoning” (McCradle and Chhabra, p. 214, 2004).
•A well developed vocabulary is directly linked to comprehension skills
(Wolf et. al).
• “Numerous factor analytic studies have shown that vocabulary knowledge is a
major predictor of reading comprehension” (Beck, 1997, p.311).
• “Research demonstrates the benefits of computer technology for
vocabulary instruction” (p.219).
Generate a list of what the audience defines vocabulary to be, then hit the bullets that show
how essential vocab skills are to comprehension.

23. What is Reading
Comprehension?
“It is a process, rather than a particular product. The process
is one through which the reader draws meaning from a text,
based on his or her knowledge, the nature of the text and the
author’s message, the perceived purpose of reading, and the
broader context in which the reading is carried out” (Carlisle
and Rice, 2002, p. 17).
“Comprehension involves activating or constructing schema that
provides a coherent explanation of objects and events in the text.
Schemata are especially important when inferencing or “reading
between the lines” is required or more than one interpretation is
required” (Ehren, 2005, p.312).
Review this slide again as a way to solidify what reading comprehension is.

24. What do good readers do?
Good readers use metacognitive strategies. Poor readers don’t use them as often or as
efficiently.

25. What do good readers do?
activate
prior
knowledge
Good readers use metacognitive strategies. Poor readers don’t use them as often or as
efficiently.

26. What do good readers do?
activate
prior
knowledge
self-
monitor
Good readers use metacognitive strategies. Poor readers don’t use them as often or as
efficiently.

27. What do good readers do?
activate
prior repair
knowledge
self-
monitor
Good readers use metacognitive strategies. Poor readers don’t use them as often or as
efficiently.

28. What do good readers do?
activate
prior repair
knowledge
prioritize:
can use story
self- structure
monitor
Good readers use metacognitive strategies. Poor readers don’t use them as often or as
efficiently.

29. What do good readers do?
activate
repair synthesize
prior
or
knowledge
prioritize: summarize
can use story
self- structure
monitor
Good readers use metacognitive strategies. Poor readers don’t use them as often or as
efficiently.

30. What do good readers do?
activate
repair synthesize
prior
or
knowledge
prioritize: summarize
can use story
self- structure inference
monitor
Good readers use metacognitive strategies. Poor readers don’t use them as often or as
efficiently.

31. What do good readers do?
ask and
activate
repair synthesize generate
prior
or questions
knowledge
prioritize: summarize
can use story
self- structure inference
monitor
Good readers use metacognitive strategies. Poor readers don’t use them as often or as
efficiently.

32. What do good readers do?
ask and
activate
repair synthesize generate
prior
or questions
knowledge
prioritize: summarize
can use story Combine
self- structure inference and
monitor
Cooperate!
Good readers use metacognitive strategies. Poor readers don’t use them as often or as
efficiently.

33. What do good readers do?
ask and
activate
repair synthesize generate
prior
or questions
knowledge
prioritize: summarize
can use story Combine
self- structure inference and
monitor
Cooperate!
“Poor comprehenders show less evidence of metacognitive awareness
and strategic behaviors. Compared to good comprehenders, they
exhibit less use of spontaneous study strategies, correct fewer errors
during reading, detect fewer anomalous phrases, do less self
questioning, and have less awareness of the goals of reading”
(Westby,1999, p.163).
Bottom line: They don’t know what they don’t know.
Good readers use metacognitive strategies. Poor readers don’t use them as often or as
efficiently.

34. What good Readers Do
(continued)
“To engage in comprehension monitoring and
strategic reading, students need declarative
knowledge (e.g. what strategies one can use),
procedural knowledge (e.g. how the strategies are
used), and conditional knowledge (e.g. when and why
the strategies are used). Although some students
appear to develop strategic reading without explicit
teaching, the majority of students benefit from direct
teaching of specific comprehension strategies”(as
cited by Westby, 1999, p.205).

35. Activating Prior Knowledge
“Activation of background schema knowledge is
a fundamental aspect of comprehension, and the
comprehension provides a mechanism for the
acquisition or construction of new
schema” (Westby, 1999, p.158).
“Substantial evidence shows that activating and
building students’ prior knowledge before
reading a text improves their reading
comprehension” (as cited by Ehren, 2005, p.
315).

36. Activating Prior Knowledge
“Activation of background schema knowledge is
a fundamental aspect of comprehension, and the
comprehension provides a mechanism for the
acquisition or construction of new
schema” (Westby, 1999, p.158).
“Substantial evidence shows that activating and
building students’ prior knowledge before
reading a text improves their reading
comprehension” (as cited by Ehren, 2005, p.
315).

37. Activating Prior Knowledge
“Activation of background schema knowledge is
a fundamental aspect of comprehension, and the
comprehension provides a mechanism for the
acquisition or construction of new
schema” (Westby, 1999, p.158).
“Substantial evidence shows that activating and
building students’ prior knowledge before
reading a text improves their reading
comprehension” (as cited by Ehren, 2005, p.
315).

38. Self Monitoring/
Repairing
“As students read, they need to engage in
strategies to evaluate their own comprehension
and fix any breakdowns in
understanding” (Ehren, 2005, p.317).

39. Self Monitoring/
Repairing
“As students read, they need to engage in
strategies to evaluate their own comprehension
and fix any breakdowns in
understanding” (Ehren, 2005, p.317).

40. Self Monitoring/
Repairing
“As students read, they need to engage in
strategies to evaluate their own comprehension
and fix any breakdowns in
understanding” (Ehren, 2005, p.317).

41. Self Monitoring/
Repairing
“As students read, they need to engage in
strategies to evaluate their own comprehension
and fix any breakdowns in
understanding” (Ehren, 2005, p.317).

42. Self Monitoring/
Repairing
“As students read, they need to engage in
strategies to evaluate their own comprehension
and fix any breakdowns in
understanding” (Ehren, 2005, p.317).

43. Text Structure/
Prioritizing
“Strong empirical evidence indicates that readers’
awareness of text structure is highly related to reading
comprehension” (as cited by Ehren, 2005, p.314).
“Three important aspects of text structure have been
shown to affect reading comprehension: 1) the
organization pattern of the material itself and the clarity of
its presentation, 2) student’s awareness of that
organization, and 3) student’s strategic use of text
organization” (Ehren, 2005, p.314).

44. Text Structure/
Prioritizing
“Strong empirical evidence indicates that readers’
awareness of text structure is highly related to reading
comprehension” (as cited by Ehren, 2005, p.314).
“Three important aspects of text structure have been
shown to affect reading comprehension: 1) the
organization pattern of the material itself and the clarity of
its presentation, 2) student’s awareness of that
organization, and 3) student’s strategic use of text
organization” (Ehren, 2005, p.314).

45. Text Structure/
Prioritizing
“Strong empirical evidence indicates that readers’
awareness of text structure is highly related to reading
comprehension” (as cited by Ehren, 2005, p.314).
“Three important aspects of text structure have been
shown to affect reading comprehension: 1) the
organization pattern of the material itself and the clarity of
its presentation, 2) student’s awareness of that
organization, and 3) student’s strategic use of text
organization” (Ehren, 2005, p.314).

46. Synthesizing/
Summarizing
“Paraphrasing and summarization require a high
level of cognitive processing (as cited by Ehren,
2005). These strategies can be used after a
reader completes a reading, as well as
throughout a reading, after individual
paragraphs or groups of paragraphs” (Ehren,
2005, p.316).
“Very good readers are naturally able to
paraphrase and summarize (p.316)”.

47. Synthesizing/
Summarizing
“Paraphrasing and summarization require a high
level of cognitive processing (as cited by Ehren,
2005). These strategies can be used after a
reader completes a reading, as well as
throughout a reading, after individual
paragraphs or groups of paragraphs” (Ehren,
2005, p.316).
“Very good readers are naturally able to
paraphrase and summarize (p.316)”.

48. Synthesizing/
Summarizing
“Paraphrasing and summarization require a high
level of cognitive processing (as cited by Ehren,
2005). These strategies can be used after a
reader completes a reading, as well as
throughout a reading, after individual
paragraphs or groups of paragraphs” (Ehren,
2005, p.316).
“Very good readers are naturally able to
paraphrase and summarize (p.316)”.

49. Inferencing
An inference is a prediction or deduction about something in
written text often to do with what the character may see, hear,
smell, taste or feel. An inference contrasts sharply with mere
observation, or literal language.
For instance, an observation may be... 'It was a hot day and
Billy sweated, so he stripped to his shorts to get cool.'
An inference would be more like... 'Billy stood in the shade of a
tree, that helped beat back some of the heat. He changed into his
shorts and put sunscreen on his skin.'
source: Inferencing
“The ability to inference is essential for critical and dynamic
literacy” (Westby, 1999, p.157).
“John was hungry, so he looked in the yellow pages” (p.156).
Ask what inferences are needed with the “John” sentence.

50. Inferencing
An inference is a prediction or deduction about something in
written text often to do with what the character may see, hear,
smell, taste or feel. An inference contrasts sharply with mere
observation, or literal language.
For instance, an observation may be... 'It was a hot day and
Billy sweated, so he stripped to his shorts to get cool.'
An inference would be more like... 'Billy stood in the shade of a
tree, that helped beat back some of the heat. He changed into his
shorts and put sunscreen on his skin.'
source: Inferencing
“The ability to inference is essential for critical and dynamic
literacy” (Westby, 1999, p.157).
“John was hungry, so he looked in the yellow pages” (p.156).
Ask what inferences are needed with the “John” sentence.

51. Inferencing
An inference is a prediction or deduction about something in
written text often to do with what the character may see, hear,
smell, taste or feel. An inference contrasts sharply with mere
observation, or literal language.
For instance, an observation may be... 'It was a hot day and
Billy sweated, so he stripped to his shorts to get cool.'
An inference would be more like... 'Billy stood in the shade of a
tree, that helped beat back some of the heat. He changed into his
shorts and put sunscreen on his skin.'
source: Inferencing
“The ability to inference is essential for critical and dynamic
literacy” (Westby, 1999, p.157).
“John was hungry, so he looked in the yellow pages” (p.156).
Ask what inferences are needed with the “John” sentence.

52. Questioning
“The ability to generate one’s own questions has been
shown to enhance comprehension and
learning” (Westby, 1999, p. 209).
“Questioning and reading are symbiotically related,
enhancing each other in mutually beneficial way” (Beck
et. al,1998, p. 374).
“Self-questioning is a useful strategy for readers who
can decode words but who do not understand or
remember what they read” (Ehren, 2005, p.316).

53. Questioning
“The ability to generate one’s own questions has been
shown to enhance comprehension and
learning” (Westby, 1999, p. 209).
“Questioning and reading are symbiotically related,
enhancing each other in mutually beneficial way” (Beck
et. al,1998, p. 374).
“Self-questioning is a useful strategy for readers who
can decode words but who do not understand or
remember what they read” (Ehren, 2005, p.316).

54. Questioning
“The ability to generate one’s own questions has been
shown to enhance comprehension and
learning” (Westby, 1999, p. 209).
“Questioning and reading are symbiotically related,
enhancing each other in mutually beneficial way” (Beck
et. al,1998, p. 374).
“Self-questioning is a useful strategy for readers who
can decode words but who do not understand or
remember what they read” (Ehren, 2005, p.316).

55. Combining
strategies
“To round out the use of strategies, readers
employ superorganizers to help them put all the
pieces together. Neither goal-specific strategies
nor monitoring strategies are typically used in
isolation” (Ehren, 2005, p. 317).
The NRP tells us that we need to combine strategies and use those strategies cooperatively
with our peers.

56. Let’s Make a “PocketMod”!
Wiki on Reading Comprehension and
Technology
Reading Guide; Cool application for Mac users
The Wiki link brings the presentation to an online site where a PDF of a “pocketmod” for
comprehension strategies can be downloaded.
The Reading Guide is a helpful tool for on screen reading

57. Low Tech Tools
white board paper and colored expo markers; great
collaborator
toobaloos; great for self monitoring
Active Reading Kits (ARK): includes “Post-Its”,
highlighting tape, trackers, highlighters with flaggers
QAR bookmarks
Word/Mind Maps
Text to text, text to self, text to world, text to media
All of these tools are multi-sensory. The white board paper can be used on any flat surface.
Toobaloos are great for self monitoring. The ARKs are designed to facilitate active reading,
prioritizing the text structure, questioning, and activating prior knowledge. QAR bookmarks
facilitate different types of questioning. Maps allow for visual representations of new content
and/or vocabulary words.

58. High Tech Tools
Tune Talk: great tool for practicing fluency and prosody
Keynote: scaffoding for heavy content and also a great review tool
Ipod: new Ipods are accessible to people with vision impairments, they provide a venue for
digitally accessible text
Digital Camera: allows students to show what they know in a creative way that doesn’t

59. High Tech Tools
Tune Talk Stereo
Tune Talk: great tool for practicing fluency and prosody
Keynote: scaffoding for heavy content and also a great review tool
Ipod: new Ipods are accessible to people with vision impairments, they provide a venue for
digitally accessible text
Digital Camera: allows students to show what they know in a creative way that doesn’t

60. High Tech Tools
Tune Talk Stereo
Keynote
Tune Talk: great tool for practicing fluency and prosody
Keynote: scaffoding for heavy content and also a great review tool
Ipod: new Ipods are accessible to people with vision impairments, they provide a venue for
digitally accessible text
Digital Camera: allows students to show what they know in a creative way that doesn’t

61. High Tech Tools
Tune Talk Stereo
Keynote
Ipod : bookshare and audibles
Tune Talk: great tool for practicing fluency and prosody
Keynote: scaffoding for heavy content and also a great review tool
Ipod: new Ipods are accessible to people with vision impairments, they provide a venue for
digitally accessible text
Digital Camera: allows students to show what they know in a creative way that doesn’t

62. High Tech Tools
Tune Talk Stereo
Keynote
Ipod : bookshare and audibles
Digital camera/iweb
Tune Talk: great tool for practicing fluency and prosody
Keynote: scaffoding for heavy content and also a great review tool
Ipod: new Ipods are accessible to people with vision impairments, they provide a venue for
digitally accessible text
Digital Camera: allows students to show what they know in a creative way that doesn’t

63. High Tech Tools
Tune Talk Stereo
Keynote
Ipod : bookshare and audibles
Digital camera/iweb
Itunes; free audio books and podcasts
Tune Talk: great tool for practicing fluency and prosody
Keynote: scaffoding for heavy content and also a great review tool
Ipod: new Ipods are accessible to people with vision impairments, they provide a venue for
digitally accessible text
Digital Camera: allows students to show what they know in a creative way that doesn’t

64. High Tech Tools
Tune Talk Stereo
Keynote
Ipod : bookshare and audibles
Digital camera/iweb
Itunes; free audio books and podcasts
Tune Talk: great tool for practicing fluency and prosody
Keynote: scaffoding for heavy content and also a great review tool
Ipod: new Ipods are accessible to people with vision impairments, they provide a venue for
digitally accessible text
Digital Camera: allows students to show what they know in a creative way that doesn’t

65. High tech Continued
EXCEL: Use the graphing options with digital pictures to create
graphs
Excel is a great tool to use with linear learners who like technology. This graph was made by
a student who read Shiloh. He wanted to share the book by creating a graph about dogs. He
was motivated to read the book so he could do the project with Excel.

66. High tech Continued
EXCEL: Use the graphing options with digital pictures to create
graphs Favorite Dogs
6
5
5
4
Beagle
Husky
1 3 Black Lab
Golden
Shepard
2
1
0
Beagle Husky Black Lab Golden Shepard
Series1 2 3 2 5 1
Types of dogs
Excel is a great tool to use with linear learners who like technology. This graph was made by
a student who read Shiloh. He wanted to share the book by creating a graph about dogs. He
was motivated to read the book so he could do the project with Excel.

67. Websites/ Web 2.0 Tools
Websites
Google Docs
Voice Thread
Photo Peach
Wordle
Word Sift
Webspiration
All of the above are hyperlinked. Each is linked to my WIKI where examples of how to use
each tool are demonstrated.
Don’t let kids use Wordle unassisted. Some content can be “if-y”.

68. What do you think?
The Crazy Professor
WIKI
Feedback
The Crazy Professor is a clip of a teacher using interacive strategies with kids to get them
excited about reading and hsaring the knowledge they have gained from what they read.
WIKI is the resource I have created to go along with this presentation.

69. References
Spider image: http://www.jmeacham.com/images/shared.writing/nursery.rhymes/muffet.jpg
swan: http://ahuli.info/wp-content/uploads/monitoring-self-talk-manage-depression.jpg
toilet: http://www.charlesandhudson.com/archives/toilet-repair-fix-running.jpg
planner: http://media.rd.com/rd/images/rdc/books/stress/6-ways-to-gain-time-in-your-day/prioritize-af.jpg
synthesis: http://images-1.redbubble.net/img/art/border:blackwithdetail/product:laminated-print/size:medium/view:preview/2265064-2-renaissance-man-born-to-synthesize.jpg
inferencing: http://www.speechlanguage-resources.com/images/wizard3.jpg
combining: http://www.freesoftwaremagazine.com/files/www.freesoftwaremagazine.com/nodes/3118/fig_putting_it_all_together.jpg
questions: http://www.marieclaire.com/cm/shared/images/xy/job-8-med.jpg

70. Works Cited
Beck, I., McKeown, M.G., Hamilton, R.L., & Kucan, L. (Spring/Summer, 1998). “Getting at the Meaning.” American Educator: 66-85. (p. 371 in
RAI)
Beck, I., McKeown, M.G., & Omanson, R.C. (1987). “The Effects and Uses of Diverse Vocabulary Instructional Techniques.”
Carlisle, J. F., & Rice, M. S. (2002). Improving Reading Comprehension. Baltimore: York Press, Inc.
Ehren, B. J. (2005). Looking for Evidence-Based Practice in Reading Comprehension Instruction. Topics in Language Disorders, Vol 25, Number 4, pp.
310-321.
McCardle, P. & Chhabra, V. (2004), The Voice of Evidence in Reading Research. Baltimore; Brookes Publishing.
Moats, L. (2000). Speech to Print. Baltimore: Brookes Publishing.
Stahl, Steven A.
Stahl, Steven A. (2004). What Do We Know About Fluency? Findings of the National Reading Panel. In P. McCardle & V. Chhabra (Eds.), The Voice of
Evidence in Reading Research. Baltimore; Brookes.
Westby, C. (1999). Assessing and Facilitating Text Comprehension Problems, Ch. 7. In H.W. Catts and A. Kamhi (1999). Language and Reading Disabilities.
Boston: Allyn and Bacon.
Wolf, M. et al. (2003). Working for Time: Reflections on Naming Speed, Reading Fluency , and Intervention. In Barbara Foorman (Ed.), Ch 13, Preventing
and Remediating Reading Difficulties: Bringing science to scale. Baltimore; York Press, pp 355- 379.