Article published In:
Pedagogical Linguistics
Vol. 4:1 (2023) ► pp.125
References
Barzillai, M., Morris, R., Lovett, M. & Wolf, M.
(2010) Poster presented at the annual meeting of the Society for Scientific Studies in Reading.Google Scholar
Beck, I. L., McKeown, M. G., & Kucan, L.
(2005) Choosing words to teach. In A. Hiebert & M. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 209–222). Mahwah, NJ: Erlbaum.Google Scholar
Beck, I., Perfetti, C., & McKeown, M.
(1982) Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 741, 506–521. DOI logoGoogle Scholar
Biemiller, A.
(2005) Size and sequence in vocabulary development: Implications for choosing words for primary grade vocabulary instruction. In A. Hiebert & M. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 223–242). Mahwah, NJ: Erlbaum.Google Scholar
Biemiller, A., & Boote, C.
(2006) An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98(1), 44–62. DOI logoGoogle Scholar
Bowers, P. N., & Kirby, J. R.
(2010) Effects of morphological instruction on vocabulary acquisition. Reading and Writing, 23(5), 515–537. DOI logoGoogle Scholar
Bowers, P. N., Kirby, J. R., & Deacon, S. H.
(2010) The effects of morphological instruction on literacy skills A systematic review of the literature. Review of Educational Research, 80(2), 144–179. DOI logoGoogle Scholar
Bransford, J. D., & Franks, J. J.
(1971) Abstraction of Linguistic Ideas. Cognitive Psychology, 2(4), 331–350. DOI logoGoogle Scholar
Bransford, J. D., & Johnson, M. K.
(1972) Contextual prerequisites for understanding: Some investigations of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11(6), 717–726. DOI logoGoogle Scholar
Cain, K.
(1999) Ways of reading: how knowledge and use of strategies are related to reading comprehension. British Journal of Developmental Psychology, 17(2), 293–309. DOI logoGoogle Scholar
(2003) Text comprehension and its relation to coherence and cohesion in children’s fictional narratives. British Journal of Developmental Psychology, 21(3), 335–351. DOI logoGoogle Scholar
Cain, K., & Oakhill, J. V.
(1999) Inference making and its relation to comprehension failure. Reading and Writing. An Interdisciplinary Journal, 11(5–6), 489–503.Google Scholar
(2011) Matthew effects in young readers reading comprehension and reading experience aid vocabulary development. Journal of Learning Disabilities, 44(5), 431–443. DOI logoGoogle Scholar
(2014) Reading comprehension and vocabulary: Is vocabulary more important for some aspects of comprehension? L’Année Psychologique/ Topics in Cognitive Psychology. DOI logoGoogle Scholar
Cain, K., Oakhill, J. V., Barnes, M. A., & Bryant, P. E.
(2001) Comprehension skill, inference making ability and their relation to knowledge. Memory and Cognition, 29(6), 850–859. DOI logoGoogle Scholar
Cain, K., Oakhill, J. V., & Bryant, P. E.
(2004) Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96(1), 671–681. DOI logoGoogle Scholar
Carney, J. J., Anderson, D., Blackburn, C., & Blessing, D.
(1984) Preteaching vocabulary and the comprehension of social studies materials by elementary school children. Social Education, 48(3), 195–196.Google Scholar
Carroll, J. B.
(1993) Human Cognitive Abilities: A Survey of Factor-Analytic Studies. New York: Cambridge University Press. DOI logoGoogle Scholar
Catts, H. W., Compton, D., Tomblin, J. B., & Bridges, M. S.
(2012) Prevalence and nature of late-emerging poor readers. Journal of Educational Research, 104(1), 166–181. DOI logoGoogle Scholar
Coyne, M. D., McCoach, D. B., & Kapp, S.
(2007) Vocabulary intervention for kindergarten students: Comparing extended instruction to embedded instruction and incidental exposure. Learning Disability Quarterly, 30(2), 74–88. DOI logoGoogle Scholar
Cunningham, A. E.
(2005) Vocabulary growth through independent reading and reading aloud to children. In E. H. Hiebert & M. L. Kamhi (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 45–68). Mahwah, NJ: LEA.Google Scholar
Davis, F. B.
(1944) Fundamental factors of comprehension in reading. Psychometrika, 9(3), 185–197. DOI logoGoogle Scholar
(1968) Research in comprehension in reading. Reading Research Quarterly, 3(4), 499–545. DOI logoGoogle Scholar
de Sousa, I., & Oakhill, J. V.
(1996) Do levels of interest have an effect on children’s comprehension monitoring performance? British Journal of Educational Psychology, 66(4), 471–482. DOI logoGoogle Scholar
de Jong, P. F., & van der Leij, A.
(2002) Effects of phonological abilities and linguistic comprehension on the development of reading. Scientific Studies of Reading, 6(1), 51–77. DOI logoGoogle Scholar
Dunn, L. M., Dunn, L. M., Whetton, C., & Pintilie, D.
(1992) British Picture Vocabulary Scale. London: NFER-Nelson.Google Scholar
Elbro, C., & Buch-Iversen, I.
(2013) Activation of background knowledge for inference making: Effects on reading comprehension. Scientific Studies of Reading, 17(6), 435–452. DOI logoGoogle Scholar
Englert, C. S., & Thomas, C. C.
(1987) Sensitivity to text structure in reading and writing: A comparison between learning-disabled and non-learning disabled students. Learning Disability Quarterly, 10(2), 93–105. DOI logoGoogle Scholar
Gambrell, L. B., & Bales, R. J.
(1986) Mental imagery and the comprehension-monitoring performance of fourth- and fifth-grade poor readers. Reading Research Quarterly, 21(4), 454–464. DOI logoGoogle Scholar
Gough, P. B., & Tunmer, W. E.
(1986) Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6–10. DOI logoGoogle Scholar
Johnson-Laird, P. N.
(1983) Mental models: Towards a cognitive science of language, inference, and consciousness. Cambridge, MA: Harvard University Press.Google Scholar
Kintsch, W.
(1998) Comprehension: A paradigm for cognition. New York: Cambridge university press.Google Scholar
Markman, E. M.
(1979) Realizing that you don’t understand: Elementary school children’s awareness of inconsistencies. Child Development, 501, 643–655. DOI logoGoogle Scholar
McMaster, K. L., van den Broek, P., Espin, C. A., White, M. J., Rapp, D. N., Kendeou, P., Bohn Gettler, C. M., & Carlson, S.
(2012) Making the right connections: Differential effects of reading intervention for subgroups of comprehenders. Learning and Individual Differences, 22(1), 100–111. DOI logoGoogle Scholar
Medo, M. A., & Ryder, R. J.
(1993) The effects of vocabulary instruction on readers’ ability to make causal connections. Literacy Research and Instruction, 33(2), 119–134.Google Scholar
Melby-Lervåg, M., & Hulme, C.
(2013) Is working memory training effective? A meta-analytic review. Developmental Psychology, 491, 270–291. DOI logoGoogle Scholar
Meyer, B. J., & Freedle, R. O.
(1984) Effects of discourse type on recall. American Educational Research Journal, 21(1), 121–143. DOI logoGoogle Scholar
Nagy, W. E., & Scott, J.
(2000) Vocabulary processes. In M. Kamil, P. Mosenthal, P. D. Pearson & R. Barr (Eds.), Handbook of reading research. Vol. III (pp. 269–284). Mahwah, NJ: Erlbaum.Google Scholar
National Reading Panel
(2000) Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: The National Institute of Child Health and Human Development ([URL]).
Oakhill, J. V.
(1984) Inferential and memory skills in children’s comprehension of stories. British Journal of Educational Psychology, 541, 31–39. DOI logoGoogle Scholar
(2020) Four Decades of Research into Children’s Reading Comprehension: A Personal Review, Discourse Processes. DOI logoGoogle Scholar
Oakhill, J. V., & Cain, K.
(2012) The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16(2), 91–121. DOI logoGoogle Scholar
Oakhill, J. V., Cain, K., & Bryant, P. E.
(2003) The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18(4), 443–468. DOI logoGoogle Scholar
Oakhill, J. V., Hartt, J., & Samols, D.
(2005) Levels of comprehension monitoring and working memory in good and poor comprehenders. Reading and Writing, 181, 657–686. DOI logoGoogle Scholar
Oakhill, J. V. and Patel, S.
(1991) Can imagery training help children who have comprehension problems? Journal of Research in Reading, 141, 106–115. DOI logoGoogle Scholar
Oakhill, J. V., Cain, K. E. and Elbro, C.
(2014) Understanding Reading Comprehension: A Handbook. London: Routledge. DOI logoGoogle Scholar
Ouellette, G. P.
(2006) What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension. Journal of Educational Psychology, 98(3), 554–566. DOI logoGoogle Scholar
Palinscar, A. S., & Brown, A. L.
(1984) Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117–175. DOI logoGoogle Scholar
Paris, A. H., & Paris, S. G.
(2003) Assessing narrative comprehension in young children. Reading Research Quarterly, 38(1), 36–76. DOI logoGoogle Scholar
Perfetti, C. A.
(2007) Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 111, 357–383. DOI logoGoogle Scholar
Perfetti, C. A., Yang, C.-L., & Schmalhofer, F.
(2008) Comprehension skill and word-to-text integration processes. Applied Cognitive Psychology, 221, 303–318. DOI logoGoogle Scholar
Pressley, G. M.
(1976) Mental imagery helps eight-year-olds remember what they read. Journal of Educational Psychology, 68(3), 355–359. DOI logoGoogle Scholar
Rumelhart, D. E., & Ortony, A.
(1977) The representation of knowledge in memory. In R. C. Anderson, R. J. Spiro & W. E. Montague (Eds.), Schooling and the acquisition of knowledge (pp. 99–135). Hillsdale, NJ: ErlbaumGoogle Scholar
Seigneuric, A., & Ehrlich, M. F.
(2005) Contribution of working memory capacity to children’s reading comprehension: A longitudinal investigation. Reading and Writing, 18(7–9), 617–656. DOI logoGoogle Scholar
Shapiro, B. K., & Hudson, J. A.
(1997) Coherence and cohesion in children’s stories. In J. Costermans & M. Fayol (Eds.), Processing interclausal relationships: studies in the production and comprehension of text (pp. 23–48). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Stahl, S. A., & Fairbanks, M. M.
(1986) The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56(1), 72–110. DOI logoGoogle Scholar
Stanovich, K. E.
(1993) Does reading make you smarter? Literacy and the Development of Verbal Intelligence Advances in Child Development and Behavior , 241, 133–180. DOI logoGoogle Scholar
(1986) Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360–407. DOI logoGoogle Scholar
Stetter, M. E., & Hughes, M. T.
(2010) Using story grammar to assist students with learning disabilities and reading difficulties improve their comprehension. Education & Treatment of Children, 33(1), 115–151. DOI logoGoogle Scholar
Tannenbaum, K. R., Torgesen, J. K., & Wagner, R. K.
(2006) Relationships between word knowledge and reading comprehension in third-grade children. Scientific Studies of Reading, 10(4), 381–398. DOI logoGoogle Scholar
Thorndike, R. L.
(1973) Reading as reasoning. Reading Research Quarterly, 9(2), 135–147. DOI logoGoogle Scholar
Tomesen, M., & Aarnoutse, C.
(1998) Effects of an Instructional Programme for Deriving Word Meanings 1. Educational Studies, 24(1), 107–128. DOI logoGoogle Scholar
van den Broek, P. W.
(1997) Discovering the cement of the universe: The development of event comprehension from childhood to adulthood. In P. W. van den Broek, P. J. Bauer & T. Bourg (Eds.), Developmental Spans in Event Comprehension and Representation (pp. 321–342). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
van den Broek, P. W., Lorch, R. F., Linderholm, T., & Gustafson, M.
(2001) The effects of readers’ goals on inference generation and memory for text. Memory and Cognition, 29(8), 1081–1087. DOI logoGoogle Scholar
Weekes, B. S., Hamilton, S., Oakhill, J. V., & Holliday, R. E.
(2008) False recollection in children with reading comprehension difficulties. Cognition, 106(1), 222–233. DOI logoGoogle Scholar
Williams, J. P., Nubla-Kung, A. M., Pollini, S., Stafford, K. B., Garcia, A., & Snyder, A. E.
(2007) Teaching cause–effect text structure through social studies content to at-risk second graders. Journal of Learning Disabilities, 40(2), 111–120. DOI logoGoogle Scholar
Williams, J. P., Stafford, K. B., Lauer, K. D., Hall, K. M., & Pollini, S.
(2009) Embedding reading comprehension training in content-area instruction. Journal of Educational Psychology, 101(1), 1–20. DOI logoGoogle Scholar
Yuill, N. M., & Oakhill, J. V.
(1988) Effects of inference awareness training on poor reading comprehension. Applied Cognitive Psychology, 2(1), 33–45. DOI logoGoogle Scholar
(1991) Children’s problems in text comprehension: An experimental investigation. Cambridge: Cambridge University Press.Google Scholar