Research
1. Liang, L. A., & Galda, L. (2009). Responding and comprehending: reading with delight and understanding. The Reading Teacher, 63(4), 330+. Retrieved from https://link.galegroup.com/apps/doc/A219309596/PROF?u=tea&sid=PROF&xid=5634eb30
Summary: Using the book Because of Winn-Dixie as their focal text, the authors describe the use of predicting and visualization exercises in the classroom. Students are asked to reflect on a personal situation in which they were new and consider how that felt and what happened. This reflection serves as a springboard for students to make predictions about what will happen in the story's narrative structure. The visualization exercise focuses on getting children to visualize images from poetry, and then illustrate those images. Although the article is targeted for primary grades, it can be scaffolded for older students. For example, students could illustrate a poem through digital art or photography.
2. Risko, V. J., Walker-Dalhouse, D., Bridges, E. S., & Wilson, A. (2011). Drawing on text features for reading comprehension and composing. The Reading Teacher, 64(5), 376–378. DOI:10.1598/RT.64.5.12
Summary: Whether in or out of school, students are introduced to different forms of texts that can be useful in developing comprehension and composing. Texts may include a sequential order of events, descriptive writing based upon history and science, poetic texts, graphic novels, juxtaposition depicted by gestures, visual images, and music. This study suggests that whether the texts are informational or narratives, students, over time, develop a process to connect stories to their personal experience, personal questions, and interests. Research and accommodations for instruction are included.