The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.
Effective Practices for Developing Reading Comprehension
Abstract
Reading comprehension research has a long and rich history. There is much that we can say about both the nature of reading comprehension as a process and about effective reading comprehension instruction. Most of what we know has been learned since 1975. Why have we been able to make so much progress so fast? We believe that part of the reason behind this steep learning curve has been the lack of controversy about teaching comprehension. Unlike decoding, oral reading, and reading readiness, those who study reading comprehension instruction have avoided much of the acrimony characteristic of work in other aspects of reading. As it should be, much work on the process of reading comprehension has been grounded in studies of good readers. We know a great deal about what good readers do when they read:
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Guzzetti, B. J., Snyder, T. E., Glass, G. V., & Gamas, W. S. (1993) · Reading Research Quarterly · doi:10.2307/747886 · Cited by 518
Brown, R., Pressley, M., Van Meter, P., & Schuder, T. (1996) · Journal of Educational Psychology · doi:10.1037//0022-0663.88.1.18 · Cited by 348
Cited by
Implications for educational practice of the science of learning and development
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020) · Applied Developmental Science · doi:10.1080/10888691.2018.1537791 · Cited by 2,733
COIRO, J., & DOBLER, E. (2007) · Reading Research Quarterly · doi:10.1598/rrq.42.2.2 · Cited by 786
Source Evaluation, Comprehension, and Learning in Internet Science Inquiry Tasks
Wiley, J., Goldman, S. R., Graesser, A. C., Sanchez, C. A., Ash, I. K., & Hemmerich, J. A. (2009) · American Educational Research Journal · doi:10.3102/0002831209333183 · Cited by 419
Essential Elements of Fostering and Teaching Reading Comprehension
Duke, N., Pearson, D., Strachan, S., & Billman, A. (2011) · What Research Has to Say About Reading Instruction · doi:10.1598/0829.03 · Cited by 331
Self-citationVocabulary: Questions from the classroom
BLACHOWICZ, C. L. Z., FISHER, P. J. L., OGLE, D., & WATTS‐TAFFE, S. (2006) · Reading Research Quarterly · doi:10.1598/rrq.41.4.5 · Cited by 261
Metadata
- Authors
- Duke, N. K., & Pearson, P. D.
- Venue
- Journal of Education
- Publisher
- SAGE Publications
- Published
- 2009-01
- Volume
- 189
- Issue
- 1-2
- Pages
- 107-122
- ISSN
- 0022-0574 (ISSN-L)
- 2515-5741
- OpenAlex
- W45283437
- Cited by
- 925
- References
- 2
- FWCI
- 110.72
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Effective Practices for Developing Reading Comprehension. https://app.cochat.ai/papers/10.1177/0022057409189001-208
- The paper
- Duke, N. K., & Pearson, P. D. (2009). Effective Practices for Developing Reading Comprehension. Journal of Education. https://doi.org/10.1177/0022057409189001-208
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
