John Z Strong
Biographic Data
| ID | 4619900 |
|---|---|
| NAME | John Z Strong |
| GIVEN NAMES | John Z |
| FAMILY NAME | Strong |
| SIGNATURE | STRONG J Z |
| AFFILIATIONS | University of Delaware |
| ORCID | 0000-0002-6007-9115 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Read STOP Write
Many adolescent readers experience difficulties comprehending informational text, which may result from underlying difficulties with foundational skills (e.g., word recognition and fluency), knowledge demands (e.g., background, text structure, and vocabulary), and/or reading motivation. Supplemental interventions for adolescents targeting only foundational skills demonstrate mixed results, but multicomponent interventions that combine multisyllab…
The research‐to‐practice gap in teaching reading with digital texts
Background The COVID‐19 pandemic accelerated the adoption of digital texts for reading instruction, and research identities both potential advantages and drawbacks for using digital texts for reading instruction. Methods This paper presents the results of a quantitative survey of a representative sample of US elementary‐grade teachers ( n = 468) describing how they used digital texts for reading instruction during the 2020–2021 school year. Surve…
Investigating a Text Structure Intervention for Reading and Writing in Grades 4 and 5
The purpose of this mixed‐methods experimental study was to investigate the effects and social validity of a text structure intervention for reading and writing in upper elementary grades. Fourth‐ and fifth‐grade teachers ( N = 11) in three elementary schools were randomly assigned to implement the text structure intervention or a comprehension strategies intervention. The student sample ( N = 351) comprised 160 students who received the text str…
Struggle Is Not a Bad Word
Many teachers feel that students should not struggle with text; instead, they should read easier texts in order to learn from them and make adequate growth in reading. In turn, teachers might use easier or leveled texts as a solution or a graphic novel or multimodal version to differentiate text reading and to motivate and engage reluctant readers. The authors refute commonly held assumptions or misconceptions and offer alternative recommendation…
An Exploration of Text Difficulty and Knowledge Support on Adolescents' Comprehension
The purpose of the study was to determine whether easy or challenging versions of texts, when accompanied by different types of instructional support, improved adolescents' reading comprehension, particularly for students with below‐average reading comprehension. The authors examined 293 ninth‐grade students' reading comprehension of 24 leveled texts over a 12‐week intervention in which teachers were randomly assigned to one of two instructional …
Building Background Knowledge Through Reading
To increase reading volume and help students access challenging texts, the authors propose a four‐dimensional framework for text sets. The quad text set framework is designed around a target text: a challenging content area text, such as a canonical literary work, research article, or historical primary source document. The three remaining dimensions include visual texts (e.g., a video, pictures), informational texts to build students’ background…
An Exploration of Text Difficulty and Knowledge Support on Adolescents' Comprehension
The purpose of the study was to determine whether easy or challenging versions of texts, when accompanied by different types of instructional support, improved adolescents' reading comprehension, particularly for students with below‐average reading comprehension. The authors examined 293 ninth‐grade students' reading comprehension of 24 leveled texts over a 12‐week intervention in which teachers were randomly assigned to one of two instructional …
Building Background Knowledge Through Reading
To increase reading volume and help students access challenging texts, the authors propose a four‐dimensional framework for text sets. The quad text set framework is designed around a target text: a challenging content area text, such as a canonical literary work, research article, or historical primary source document. The three remaining dimensions include visual texts (e.g., a video, pictures), informational texts to build students’ background…
Struggle Is Not a Bad Word
Many teachers feel that students should not struggle with text; instead, they should read easier texts in order to learn from them and make adequate growth in reading. In turn, teachers might use easier or leveled texts as a solution or a graphic novel or multimodal version to differentiate text reading and to motivate and engage reluctant readers. The authors refute commonly held assumptions or misconceptions and offer alternative recommendation…
An Exploration of Text Difficulty and Knowledge Support on Adolescents' Comprehension
The purpose of the study was to determine whether easy or challenging versions of texts, when accompanied by different types of instructional support, improved adolescents' reading comprehension, particularly for students with below‐average reading comprehension. The authors examined 293 ninth‐grade students' reading comprehension of 24 leveled texts over a 12‐week intervention in which teachers were randomly assigned to one of two instructional …
Investigating a Text Structure Intervention for Reading and Writing in Grades 4 and 5
The purpose of this mixed‐methods experimental study was to investigate the effects and social validity of a text structure intervention for reading and writing in upper elementary grades. Fourth‐ and fifth‐grade teachers ( N = 11) in three elementary schools were randomly assigned to implement the text structure intervention or a comprehension strategies intervention. The student sample ( N = 351) comprised 160 students who received the text str…
Read STOP Write
Many adolescent readers experience difficulties comprehending informational text, which may result from underlying difficulties with foundational skills (e.g., word recognition and fluency), knowledge demands (e.g., background, text structure, and vocabulary), and/or reading motivation. Supplemental interventions for adolescents targeting only foundational skills demonstrate mixed results, but multicomponent interventions that combine multisyllab…
The research‐to‐practice gap in teaching reading with digital texts
Background The COVID‐19 pandemic accelerated the adoption of digital texts for reading instruction, and research identities both potential advantages and drawbacks for using digital texts for reading instruction. Methods This paper presents the results of a quantitative survey of a representative sample of US elementary‐grade teachers ( n = 468) describing how they used digital texts for reading instruction during the 2020–2021 school year. Surve…
Linguistics (6 works) · Mathematics education (6 works) · Psychology (6 works) · Computer Science (5 works) · Reading and Literacy Development (5 works) · Reading (process (4 works) · Comprehension (3 works) · Educational Strategies and Epistemologies (3 works) · Pedagogy (3 works) · Reading comprehension (3 works)