___

• Akça, G. (2002). Hikâye haritası yönteminin, ilköğretim 4. sınıf öğrencilerinin okuduğunu anlama beceri düzeyleri üzerine etkisi. Yayınlanmamış yüksek lisans tezi, Gazi Üniversitesi, Ankara.
• Akçamete, G., Gürgür, H., & Kış, A. (2003). Kaynaştırma programlarına yerleştirilmiş özel gereksinimli öğrencilerin okuma yazma becerilerine ilişkin öğretmen görüşleri. Özel Eğitim Dergisi, 4(2), 39-53.
• Akyol, H. (1999). Hikâye haritası yöntemiyle metin öğretimi. Milli Eğitim, 142. (online): web: http://yayim.meb.gov.tr/dergiler/medergi/15.ht m.
• Alfassi, M. (1998). Reading for meaning: The efficacy of reciprocal teaching in fostering reading comprehension in high school students in remedial reading classes. American Educational Research Journal, 35(2), 309 – 332.
• Baumann, J.F., & Bergeron, B. (1993). Story-map instruction using children’s literature: Effects on first graders’ comprehension of central narrative elements. Journal of Reading Behaviour, 25, 407-437.
• Boulineau, T., Fore III., & Burke, A. (2004). Use of story-mapping to increase the story-grammar text comprehension of elementary students with learning disabilities. Learning Disability Quarterly, 27, 105-121.
• Bruce, M., & Chan, L. (1991). Reciprocal teaching and transenvironmental programming: A program to facilitate the reading comprehension of students with reading difficulties. Remedial and Special Education, 12(5), 44- 54.
• Carter, C. (1997). Why reciprocal teaching? Educational Leadership, 54, 64-68.
• Davey, B. (1983). Think-aloud—Modeling the cognitive processes of reading comprehension. Journal of Reading, 27, 44—47.
• Davis, Z.T. (1994). Effects of prereading story mapping on elementary readers’ comprehension. Journal of Educational Research. 87, 6.
• Duman, N. (2006). Hikâye haritası yönteminin eğitilebilir zihinsel engelli öğrencilerin okuduğunu anlama becerileri üzerindeki etkisi. Yayınlanmamış yüksek lisans tezi, Abant İzzet Baysal Üniversitesi, Bolu.
• Eripek, S. (1987). Alt özel sınıf öğrencilerinin ilkokullar sınıfları düzeyinde sesli okuma başarılarının değerlendirilmesi. Fakültesi Dergisi, 2, 125-140. Eğitim
• Gardill, M., & Jitendra, A.K. (1999). Advanced story map instruction: Effects on the reading comprehension of students with learning didabilities. Journal of Special Education, 33, 2-17.
• Güler, Ö. (2008). Zihin engelli öğrencilerin okuduğunu anlama becerisinde okuma öncesi, sırası ve sonrasında uygulanan okuduğunu anlama tekniklerinin etkililiklerinin karşılaştırılması. Yayınlanmamış yüksek lisans tezi, Gazi Üniversitesi, Ankara.
• Güzel, R. (1998). Alt özel sınıflardaki öğrencilerin sesli okudukları öyküyü anlama becerilerini kazanmalarında doğrudan öğretim yöntemiyle sunulan bireyselleştirilmiş okuduğunu anlama materyalinin etkililiği. Yayınlanmamış doktora tezi, Gazi Üniversitesi, Ankara.
• Güzel, R. (1999). Doğrudan öğretim yönteminin öykü anlama becerisinin öğretiminde uygulanması, Eğitim ve Bilim, 23, 31-41.
• Güzel-Özmen, R. (2001). Okuma becerisi (Ed. L. Küçükahmet), Ders Kitabı İnceleme Kılavuzu (Türkçe) (17-59). Ankara: Nobel Yayınevi
• Hacker, D., & Tenent,A. (2002). Implementing reciprocal teaching in the classroom: Overcoming obstacles and making modifications. Psychology, 9(4), 699-718.
• Idol, L. (1987). Group story mapping: A comprehension strategy for both skilled and unskilled readers. Journal of Learning Disabilities, 20, 196-205.
• Idol, L., & Croll, V.J. (1987). Story-mapping training as a means of improving reading comprehension. Quarterly, 10, 214-229.
• Katayama, A.D., & Robinson, D.H. (2000). Getting students partially involved in note-taking using graphic organizers. Journal of Experimental Education, 68, 119-134.
• Klingner, J., & Vaughn, S. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use English as a second language. Elementary School Journal, 96(3), 275 – 293.
• Kucan, L., & Beck, I.L. (1997). Thinking aloud and reading comprehension research: Inquiry, instruction, and social interactions. Review of Educational Research, 67, 271-299.
• Le Fevre, D., Moore, D., & Wilkinson, I. (2003). Tape-assisted reciprocal teaching: Cognitive bootstrapping for poor decoders. British Journal Of Educational Psychology, 73(1), 37-58.
• Lederer, J. (2000). Reciprocal teaching of social studies in inclusive elementary classrooms. Journal Of Learning Disabilities, 33(1), 91 – 107.
• Lewis. R.B., & Doorlag, D.H. (1983). Teaching special studies in mainstream. Ohio: Charles E. Merill Publishing Company.
• Lori, D.O. (2006). Reciprocal teaching at work: Strategies for improving reading comprehension, Canada: International Reading Association, Inc.
• Lysynchuck, L., Pressley, M., & Vye, N. (1990). Reciprocal teaching improves standardized reading comprehension performance in poor comprehenders. Elementary School Journal, 90(5), 469 – 484.
• Marks, M., Pressley, M., Coley, J., Craig, S., Gardner, R., Depinto, T., & Rose, W. (1993). Three teacher’s adaptations of reciprocal teaching in comparison to traditional reciprocal teaching. Elementary School Journal, 94(2), 267-283.
• Mastropieri, M.A., & Scruggs, T.E. (1997). Best practices in promoting reading comprehension in students with learning disabilities: 1976 to 1996. Remedial and Special Education. 18, 197-213.
• Özsoy, Y. (1986). Okuma yetersizliği II. Ankara Üniversitesi Eğitim Fakültesi Dergisi, 1(2),121.
• Palinscar, A.S., & Brown, A.L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
• Readence, J.E. (2005). Reading strategies and practices: A compendium (6th ed.). Boston: Allyn & Bacon.
• Seng, G.H. (2007). The effects of think aloud in a collaborative environment to improve comprehension of L2 texts. The Reading Matrix, 7, 29-45.
• Sorrell, A.L. (1990). Three reading comprehension strategies: tells, story mapping and qars. Academic Therapy, 25 (3), 359-368.
• Todd, R. (2006). Reciprocal teaching and comprehension: A single subject research study. Unpublished Masters Dissertation, Kean University.
• Vallecorsa, A.L., & deBettencourt, L.U. (1997). Using a mapping procedure to teach reading and writing skills to middle grade students with learning disabilities. Education and Treatment of Children, 20, 173-189.