   The Making Meaning® program is based on current research findings including those of Michael Pressley, P. David Pearson, Nell Duke, and Isabel Beck. It also draws on portraits of successful teachers and classrooms, including those described by Lucy McCormick Calkins, Ellin Oliver Keene, and Susan Zimmermann. Making Meaning® is highly congruent with the findings of the National Reading Panel. Good readers construct meaning. Teaching comprehension strategies works. Providing good literature is essential. Cooperative learning improves comprehension. Student discussions are important. Classrooms should be listening communities.
Notes
1. Isabel Beck, Margaret G. McKeown, Rebecca L. Hamilton, and Linda Kucan, Questioning the Author: An Approach for Enhancing Student Engagement with Text (Newark, DE: International Reading Association, 1997.) 2. National Reading Panel, "Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction," National Institute of Child Health and Human Development (2000). 3. International Reading Association, “Effective Practices for Developing Reading Comprehension,” What Research Has to Say About Reading Instruction (Newark, DE: International Reading Association, 2002.) 4. Ellin Oliver Keene and Susan Zimmermann, Mosaic of Thought: Teaching Comprehension in a Reader’s Workshop (Portsmouth, NH: Heinemann, 1997.) 5. Lucy McCormick Calkins, The Art of Teaching Reading (New York: Allyn & Bacon, 2000.) 6. National Reading Panel, "Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction," National Institute of Child Health and Human Development (2000.) 7. Michael Pressley, "Effective Beginning Reading Instruction: The Rest of the Story from Research," National Education Association (2002.) 8. Lucy McCormick Calkins, The Art of Teaching Reading, (New York: Allyn & Bacon, 2000). 
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