Project Activities
The researchers had three specific aims for their work:
- Develop an integrated framework of reading comprehension processes across students of various grade and performance levels.
- Examine the effects of interventions developed based on the integrated framework of reading comprehension in controlled experimental settings.
- Examine the effectiveness of classroom-based implementation of the interventions developed in Specific Aim #2 in collaboration with participating school districts.
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
Publications:
ERIC Citations: Find available citations in ERIC for this award here.
Select Publications:
Book chapters
Rapp, D.N., and Kurby, C.A. (2008). The 'Ins' and 'Outs' of Learning: Internal Representations and External Visualizations. In J.K. Gilbert, M. Reiner, and M. Nakleh (Eds.), Visualization: Theory and practice in science education (pp. 29-52). Springer, Dordrecht.
van den Broek, P., Kendeou, P., and White, M.J. (2008). Cognitive Processes During Reading: Implications for the Use of Multimedia to Foster Reading Comprehension. In A.G. Bus, and S.B. Neuman (Eds.), Multimedia and Literacy Development: Improving Achievement for Young Learners(pp. 57-74). New York: Routledge.
van den Broek, P., White, M.J., Kendeou, P., and Carlson, S. (2009). Reading Between the Lines: Developmental and Individual Differences in Cognitive Processes in Reading Comprehension. In R. Wagner (Ed.), Biological and Behavioral Bases of Reading Comprehension(pp. 107-123). Mahwah, NJ: Erlbaum.
van den Broek, P., Espin, C., McMaster, K., and Helder, A. (2017). Developing Reading Comprehension Interventions: Perspectives from Theory and Practice. In E. Segers and P. van den Broeck (Eds.), Developmental Perspectives in Written Language and Literacy: In honor of Ludo Verhoeven, (pp. 85-101). Amsterdam/Philadelphia: John Benjamins Publishing Company.
Zwaan, R.A., and Rapp, D.N. (2006). Discourse comprehension. In M. Traxler and M.A. Gernsbacher (Eds.), Handbook of Psycholinguistics (Second Edition) (pp. 725-764). Elsevier.
Journal articles
Carlson, S.E., van den Broek, P., McMaster, K., Rapp, D.N., Bohn-Gettler, C.M., Kendeou, P., and White, M.J. (2014). Effects of Comprehension Skill on Inference Generation During Reading. International Journal of Disability, Development and Education, 61(3), 258-274.
Clinton, V., Seipel, B., van den Broek, P., McMaster, K.L., Kendeou, P., Carlson, S.E., and Rapp, D.N. (2014). Gender Differences in Inference Generation by Fourth-Grade Students. Journal of Research in Reading, 37(4), 356-374.
McMaster, K.L., Espin, C.A., and van den Broek, P. (2014). Making Connections: Linking Cognitive Psychology and Intervention Research to Improve Comprehension of Struggling Readers. Learning Disabilities Research & Practice, 29(1), 17-24.
Muijselaar, M. M., Kendeou, P., de Jong, P. F., and van den Broek, P. W. (2017). What Does the CBM-Maze Test Measure?. Scientific Studies of Reading, 21(2), 120-132.
Rapp, D.N. (2006). What Readers Do: Reader-Guided Processes In Discourse Comprehension. Information Design Journal, 14 (2): 109-113.
Rapp, D.N. (2006). The Value of Attention Aware Systems in Educational Settings. Computers In Human Behavior, 22(4), 603-614.
Rapp, D.N. (2008). How do Readers Handle Incorrect Information During Reading?. Memory and Cognition, 36(3): 688-701.
Rapp, D. N., and Gerrig, R. J. (2006). Predilections for Narrative Outcomes: The Impact of Story Contexts and Reader Preferences. Journal of Memory and Language, 54(1), 54-67.
Rapp, D.N., and Kendeou, P. (2007). Revising What Readers Know: Updating Text Representations During Narrative Comprehension. Memory and Cognition, 35 (8): 2019-2032.
Rapp, D.N., and Kendeou, P. (2009). Noticing and Revising Discrepancies as Texts Unfold. Discourse Processes, 46(1): 1-24.
Rapp, D.N., van den Broek, P., McMaster, K.L., Kendeou, P., and Espin, C.A. (2007). Higher-Order Comprehension Processes in Struggling Readers: A Perspective for Research and Intervention. Scientific Studies of Reading, 11(4): 289-312.
Rapp, D.R., and van den Broek, P. (2005). Dynamic Text Comprehension: An Integrative View of Reading. Current Directions in Psychological Sciences, 14(5): 276-279.
Tilstra, J., McMaster, K., van den Broek, P., Kendeou, P., and Rapp, D. (2009). Simple but Complex: Components of the Simple View of Reading Across Grade Levels. Journal of Research in Reading, 32(4): 383-401.
Supplemental information
Co-Principal Investigator(s): Rapp, David; McMaster, Kristen
Questions about this project?
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