References
[1]. Caldwell, J., and Leslie, L. (2003). “Does proficiency in
middle school reading assure proficiency in high school
reading? The possible role of think-alouds”. Journal of
Adolescent & Adult Literacy, Vol. 47, No. 4, pp. 324-335.
[2]. De Koning, B. B., and Van der Schoot, M. (2013).
“Becoming part of the story! Refueling the interest in
visualization strategies for reading comprehension”.
Educational Psychology Review, Vol. 25, No. 2, pp. 261-287.
[3]. Duke, N. K., and Pressley, M. (2005). “How Can I Help My
Struggling Readers?”. Instructor, Vol. 115, No. 4, pp. 23-25.
[4]. Gambrell, L., Pfeiffer, W., and Wilson R. (1985). “The
effects of retelling upon reading comprehension and recall
of text information”. Journal of Educational Research, pp.
216-220.
[5]. Gambrell, L. B., and Bales, R. J. (1986). “Mental
imagery and the comprehension-monitoring
performance of fourth-and fifth-grade poor readers”.
Reading Research Quarterly, pp. 454-464.
[6]. Gambrell, L. B., Kapinus, B. A., and Wilson, R. M. (1987).
“Using mental imagery and summarization to achieve
independence in comprehension”. Journal of Reading,
Vol. 30, No. 7, pp. 638-642.
[7]. Gambrell, L. B., Koskinen, P. S., and Kapinus, B. A.
(1991). “Retelling and the reading comprehension of
proficient and less-proficient readers”. The Journal of
Educational Research, Vol. 84, No. 6, pp. 356-362.
[8]. Gee, J. P. (1989). “Literacy, discourse, and linguistics:
Introduction”. The Journal of Education, Vol. 171, No. 1, pp.
5-176.
[9]. Guthrie, J. T. and Davis, M. H. (2003). “Motivating
struggling readers in middle school through an
engagement model of classroom practice”. Reading & Writing Quarterly, Vol. 19, No. 1, pp. 59-85.
[10]. Hibbing, A. N., and Rankin-Erickson, J. L. (2003). “A
picture is worth a thousand words: Using visual images to
improve comprehension for middle school struggling
readers”. The Reading Teacher, Vol. 56, No. 8, pp. 758-770.
[11]. Hoyt, L. (1999). Revisit, Reflect, Retell: Strategies for
Improving Reading Comprehension. Heinemann:
Portsmouth, NH.
[12]. Irwin, P. A., and Mitchell, J. N. (1983). “A procedure for
assessing the richness of retellings”. Journal of Reading, Vol.
26, No. 5, pp. 391-396.
[13]. Keene, E., and Zimmerman, S. (1997). Mosaic of
Thought. Heinemann: Portsmouth, NH.
[14]. Miller, E.D. (1997). Read It! Draw It! Solve It!. Dale
Seymour: Lebanon, IN.
[15]. Morrow, L. M. (1985). “Retelling stories: A strategy for
improving young children's comprehension, concept of
story structure, and oral language complexity”. The
Elementary School Journal, Vol. 85, No. 5, pp. 647-661.
[16]. Morrow, L. M. (1986). “Effects of structural guidance in
story retelling on children's dictation of original stories”.
Journal of Literacy Research, Vol. 18, No. 2, pp. 135-152.
[17]. Moss, B. (2004). “Teaching expository text structures
through information trade book retellings”. The Reading
Teacher, Vol. 57, No. 8, pp. 710-718.
[18]. Pearson, P. D, and Gallagher, G. (1983). “The gradual
release of responsibility model of instruction”.
Contemporary Educational Psychology, Vol. 8, No. 3, pp.
112-123.
[19]. Piazza, S. V. (2012). “Searching for Culturally
Responsive Formative Reading Assessments: Retellings,
Comprehension Questions, and Student Interviews”.
Language and Literacy, Vol. 14, No. 3, pp. 133-151.
[20]. Pressley, G. M. (1976). “Mental imagery helps eightyear-
olds remember what they read”. Journal of
Educational Psychology, Vol. 68, No. 3, pp. 355.
[21]. Pressley, M. (2002). “Metacognition and selfregulated
comprehension”. What research has to say
about Reading Instruction, Vol. 3, pp. 291-309.
[22]. Pressley, M. and Ghatala, E.S. (1990). “Self Regulated Learning: Monitoring Learning from Text”. Educational
Psychologist, Vol. 25, No. 1, pp. 19-33.
[23]. Robb, L. (2000). Teaching Reading in Middle School.
Scholastic: New York, NY.
[25]. Wood, K.D. (1987). “Fostering cooperative learning in
middle and secondary level classrooms”. Journal of
Reading, Vol. 31, pp. 10-18.
