Research
1. Taboada, A., & Guthrie, J. T. (2006). Contributions of student questioning and prior knowledge to construction of knowledge from reading information text. Journal of Literacy Research, 38(1), 1–35. Accessed online at https://journals.sagepub.com/doi/pdf/10.1207/s15548430jlr3801_1
Summary: This study investigated the relationship of student-generated questions and prior knowledge with reading comprehension. Third- and fourth-grade students posed questions that were related to their prior knowledge and reading comprehension. The results indicated that student questioning accounted for a significant amount of variance in students’ reading comprehension, after accounting for the contribution of prior knowledge.
2. Ness, M. (2011). Explicit reading comprehension instruction in elementary classrooms: teacher use of reading comprehension strategies. Journal of Research in Childhood Education, 25(1), 98+. Retrieved from https://link.galegroup.com/apps/doc/A249684448/PROF?u=tea&sid=PROF&xid=27f9f0d6
Summary: The purpose of this observational study was to identify the frequency of reading comprehension instruction in elementary classrooms. Additional objectives were to determine which reading comprehension instructional strategies were most employed by teacher in 20 first- through fifth-grade classrooms. Question answering, summarization, and predicting/prior knowledge were the most frequently occurring reading comprehension strategies. Implications for professional development and training are provided.