UNL CSI Textbook Reading

Textbook Reading
	Multipass	Schumaker, J.B., Deshlerl, D.D., Denton, P., Alley, G.R., Clark, F.L., & Warner, M.M.
This reading comprehension strategy is a textbook reading strategy. This strategy has many sub-strategies, and because requires advanced entry-level skills, teachers need to consider the skills that a student must have in order to be successful at mastering the strategy. Students must be able to paraphrase, interpret visual aids, use self-questioning reading strategies, and scan prose nefore learning this strategy.
	PARS	Cheek, E.H., Jr., & Cheek, M.C.
This reading comprehension strategy is a simplified textbook-reading strategy that is good for younger students or students without much experience suing textbooks.
	POSSE	Englert, C., & Mariage, T.
This reading comprehension strategy includes many reading practices that have been shown to aid reading comprehension, such as graphic organizers, text structures, stimulation of student background knowledge, and self-monitoring.
	SCROL	Grant, R.
This is a reading comprehension strategy for students in middle and upper grades to help them read and understand a variety of source books. It teaches students to use text heading to aid their comprehension and help them find and remember important information.
	Self-Questioning Summarization Strategy	Wong, B.Y.L., Wong, R., Perry, N., & Sawatsky, D.
This reading comprehension strategy is a self-questioning summarization strategy that was developed to aid student learning and retention of social studies text materials. It is essentially an executive routine to direct their use of summarization skillls to social studies materials, although it may be used in other content areas.
	Warm-up	Archer, A., & Gleason, M.
This reading comprehension strategy is designed to help students in content area classes. Thjis strategy is part of a larger strategy intended to help students complete assignments accurately and on time.