{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,20]],"date-time":"2026-10-20T20:58:44Z","timestamp":1792529924008,"version":"4.5.0"},"reference-count":42,"publisher":"SAGE Publications","issue":"2","license":[{"start":{"date-parts":[[2011,7,14]],"date-time":"2011-07-14T00:00:00Z","timestamp":1310601600000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/journals.sagepub.com\/page\/policies\/text-and-data-mining-license"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["J Learn Disabil"],"published-print":{"date-parts":[[2013,3]]},"abstract":"<jats:p>Requirements for reading and ascertaining information from text increase as students advance through the educational system, especially in content-rich classes; hence, monitoring comprehension is especially important. However, this is a particularly challenging skill for many students who struggle with reading comprehension, including students with learning disabilities. A randomized pre\u2013post experimental design was employed to investigate the effectiveness of a comprehension monitoring strategy (QRAC-the-Code) for improving the reading comprehension of 323 students in Grades 6 and 7 in inclusive social studies classes. Findings indicated that both general education students and students with learning disabilities who were taught a simple comprehension monitoring strategy improved their comprehension of textbook content compared to students who read independently and noted important points. In addition, students in the comprehension monitoring condition reported using more reading strategies after the intervention. Implications for research and practice are discussed.<\/jats:p>","DOI":"10.1177\/0022219411409412","type":"journal-article","created":{"date-parts":[[2011,7,15]],"date-time":"2011-07-15T00:15:42Z","timestamp":1310688942000},"page":"154-165","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":38,"title":["QRAC-the-Code"],"prefix":"10.1177","volume":"46","author":[{"given":"Sheri","family":"Berkeley","sequence":"first","affiliation":[{"name":"George Mason University, Fairfax, VA, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Paul J.","family":"Riccomini","sequence":"additional","affiliation":[{"name":"Pennsylvania State University, University Park, PA, USA"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"179","published-online":{"date-parts":[[2011,7,14]]},"reference":[{"key":"e_1_3_3_2_1","doi-asserted-by":"publisher","DOI":"10.1177\/002246699703100302"},{"key":"e_1_3_3_3_1","doi-asserted-by":"publisher","DOI":"10.1177\/019263659708158705"},{"key":"e_1_3_3_4_1","doi-asserted-by":"publisher","DOI":"10.1177\/0022219408326214"},{"key":"e_1_3_3_5_1","doi-asserted-by":"publisher","DOI":"10.1177\/0741932510361261"},{"key":"e_1_3_3_6_1","doi-asserted-by":"publisher","DOI":"10.1177\/0022219410371677"},{"key":"e_1_3_3_7_1","doi-asserted-by":"publisher","DOI":"10.1177\/0741932509355988"},{"key":"e_1_3_3_8_1","doi-asserted-by":"publisher","DOI":"10.2307\/1511114"},{"key":"e_1_3_3_9_1","doi-asserted-by":"publisher","DOI":"10.1177\/001440299706300406"},{"key":"e_1_3_3_10_1","doi-asserted-by":"publisher","DOI":"10.1111\/1540-5826.00075"},{"key":"e_1_3_3_11_1","doi-asserted-by":"publisher","DOI":"10.1598\/RRQ.14.4.2"},{"key":"e_1_3_3_12_1","doi-asserted-by":"publisher","DOI":"10.3102\/0034654308325998"},{"key":"e_1_3_3_13_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1540-5826.2008.00265.x"},{"key":"e_1_3_3_14_1","doi-asserted-by":"publisher","DOI":"10.1177\/004005990703900503"},{"key":"e_1_3_3_15_1","doi-asserted-by":"publisher","DOI":"10.1177\/001440299205800605"},{"key":"e_1_3_3_16_1","doi-asserted-by":"publisher","DOI":"10.1207\/s15326985ep2402_2"},{"key":"e_1_3_3_17_1","doi-asserted-by":"publisher","DOI":"10.3102\/00346543071002279"},{"key":"e_1_3_3_18_1","doi-asserted-by":"publisher","DOI":"10.1177\/093889828600102a05"},{"key":"e_1_3_3_19_1","doi-asserted-by":"publisher","DOI":"10.2307\/1510693"},{"key":"e_1_3_3_20_1","first-page":"1","volume-title":"Advances in teaching and learning, teaching every child every day: Learning in diverse middle and high school classrooms","author":"Hock M. F.","year":"1999","unstructured":"Hock M. F., Schumaker J. B., Deshler D. D. (1999). Closing the gap to success in secondary schools: A model for cognitive apprenticeship. In Graham S., Harris K. R., Pressley M. (Series Eds.), Deshler D. D., Harris K. R., Graham S. (Vol. Eds.), Advances in teaching and learning, teaching every child every day: Learning in diverse middle and high school classrooms (pp. 1\u201352). Cambridge, MA: Brookline Books."},{"key":"e_1_3_3_21_1","unstructured":"Individuals with Disabilities Education Improvement Act of 2004 Pub. L. No. 108-446 118 Stat. 2647 (2004)."},{"key":"e_1_3_3_22_1","doi-asserted-by":"publisher","DOI":"10.1080\/1057356980140403"},{"key":"e_1_3_3_23_1","doi-asserted-by":"publisher","DOI":"10.1177\/002246690003400302"},{"key":"e_1_3_3_24_1","doi-asserted-by":"publisher","DOI":"10.1080\/105735601300007606"},{"key":"e_1_3_3_25_1","first-page":"116","article-title":"Improving the reading comprehension of middle school students in inclusive classrooms","volume":"41","author":"Katims D. S.","year":"1997","unstructured":"Katims D. S., Harris S. (1997). Improving the reading comprehension of middle school students in inclusive classrooms. Journal of Adolescent & Adult Literacy, 41, 116\u2013123.","journal-title":"Journal of Adolescent & Adult Literacy"},{"key":"e_1_3_3_26_1","doi-asserted-by":"publisher","DOI":"10.1177\/001440299105800309"},{"key":"e_1_3_3_27_1","doi-asserted-by":"publisher","DOI":"10.2307\/4126973"},{"key":"e_1_3_3_28_1","doi-asserted-by":"publisher","DOI":"10.2307\/1593593"},{"key":"e_1_3_3_29_1","volume-title":"Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups","author":"National Reading Panel","year":"2000","unstructured":"National Reading Panel. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Pub. No. 00-4754). Washington, DC: National Institute of Child Health and Human Development."},{"key":"e_1_3_3_30_1","unstructured":"No Child Left Behind Act of 2001 Pub. L. No. 104-110 115 Stat. 1425 (2002)."},{"key":"e_1_3_3_31_1","doi-asserted-by":"publisher","DOI":"10.1207\/s15326985ep2501_3"},{"key":"e_1_3_3_32_1","doi-asserted-by":"publisher","DOI":"10.1207\/s1532799xssr0202_4"},{"key":"e_1_3_3_33_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1540-5826.2008.00264.x"},{"key":"e_1_3_3_34_1","doi-asserted-by":"publisher","DOI":"10.1177\/074193250202300105"},{"key":"e_1_3_3_35_1","doi-asserted-by":"crossref","unstructured":"Scruggs T. E. Mastropieri M. A. Berkeley S. Graetz J. (2010). Do special education interventions improve learning of secondary content? A meta-analysis. Remedial and Special Education 31 437-449.","DOI":"10.1177\/0741932508327465"},{"key":"e_1_3_3_36_1","volume-title":"Holt social studies: World history","author":"Shek R.","year":"2006","unstructured":"Shek R., Burstein S. R. (2006). Holt social studies: World history. New York, NY: Holt, Rinehart & Winston."},{"key":"e_1_3_3_37_1","doi-asserted-by":"publisher","DOI":"10.1177\/093889828600201a08"},{"key":"e_1_3_3_38_1","doi-asserted-by":"publisher","DOI":"10.1177\/002221949903200605"},{"key":"e_1_3_3_39_1","first-page":"521","volume-title":"The science of reading","author":"Torgenson J. K","year":"2005","unstructured":"Torgenson J. K. (2005). Recent discoveries from research on remedial interventions for children with dyslexia. In Snowling M., Hulme C. (Eds.), The science of reading (pp. 521\u2013537). Oxford, UK: Blackwell."},{"key":"e_1_3_3_40_1","doi-asserted-by":"publisher","DOI":"10.1177\/001440290006700107"},{"key":"e_1_3_3_41_1","doi-asserted-by":"publisher","DOI":"10.1177\/001440290006600202"},{"key":"e_1_3_3_42_1","doi-asserted-by":"publisher","DOI":"10.3200\/GENP.132.4.408-428"},{"key":"e_1_3_3_43_1","doi-asserted-by":"publisher","DOI":"10.2307\/1510290"}],"container-title":["Journal of Learning Disabilities"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/0022219411409412","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/full-xml\/10.1177\/0022219411409412","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.1177\/0022219411409412","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,5,1]],"date-time":"2026-05-01T06:37:22Z","timestamp":1777617442000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.1177\/0022219411409412"}},"subtitle":["A Comprehension Monitoring Strategy for Middle School Social Studies Textbooks"],"short-title":[],"issued":{"date-parts":[[2011,7,14]]},"references-count":42,"journal-issue":{"issue":"2","published-print":{"date-parts":[[2013,3]]}},"alternative-id":["10.1177\/0022219411409412"],"URL":"https:\/\/doi.org\/10.1177\/0022219411409412","relation":{},"ISSN":["0022-2194","1538-4780"],"issn-type":[{"value":"0022-2194","type":"print"},{"value":"1538-4780","type":"electronic"}],"subject":[],"published":{"date-parts":[[2011,7,14]]}}}