Chapter published in:
Theories of Reading Development
Edited by Kate Cain, Donald L. Compton and Rauno K. Parrila
[Studies in Written Language and Literacy 15] 2017
► pp. 932


Adlof, S. M., Catts, H. W., & Little, T. D.
(2006) Should the simple view of reading include a fluency component? Reading and Writing, 19, 933–958. CrossrefGoogle Scholar
Adlof, S. M., & Perfetti, C. A.
(2011, July). Are integration processes the same in reading and listening? Paper presented at the 18th annual meeting of the Society for the Scientific Study of Reading, St. Pete Beach, FL.
Albrecht, J. E., & O’Brien, E. J.
(1993) Updating a mental model: Maintaining both local and global coherence. Journal of Experimental Psychology: Learning, Memory, & Cognition, 19, 1061–1070. CrossrefGoogle Scholar
Amsel, B. D., DeLong, K. A., & Kutas, M.
(2015) Close, but no garlic: Perceptuomotor and event knowledge activation during language comprehension. Journal of Memory and Language, 82, 118–132. CrossrefGoogle Scholar
Anderson, R. C.
(1978) Schema-directed processes in language comprehension. In A. M. Lesgold, J. W. Pellegrino, S. D. Fokkema, & R. Glaser (Eds.), Cognitive psychology and instruction (pp. 67–82). New York, NY: Plenum. CrossrefGoogle Scholar
Andrews, S., & Hersch, J.
(2010) Lexical precision in skilled readers: Individual differences in masked neighbor priming. Journal of Experimental Psychology: General, 139, 299–318 CrossrefGoogle Scholar
Andrews, S., & Lo, S.
(2012) Not all skilled readers have cracked the code: Individual differences in masked form priming. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38, 152–163.Google Scholar
Bartlett, F. C.
(1932) Remembering: A study in experimental and social psychology. Cambridge, UK: Cambridge University Press.Google Scholar
Boets, B., de Beeck, H. P. O., Vandermosten, M., Scott, S. K., Gillebert, C. R., Mantini, D., … & Ghesquière, P.
(2013) Intact but less accessible phonetic representations in adults with dyslexia. Science, 342, 1251–1254. CrossrefGoogle Scholar
Bolger, D. J., Balass, M., Landen, E., & Perfetti, C. A.
(2008) Context variation and definitions in learning the meanings of words: An instance-based learning approach. Discourse Processes, 45, 122–159. CrossrefGoogle Scholar
Braze, D., Tabor, W., Shankweiler, D. P., & Mencl, W. E.
(2007) Speaking up for vocabulary reading skill differences in young adults. Journal of Learning Disabilities, 40, 226–243. CrossrefGoogle Scholar
Brown, C., & Hagoort, P.
(1993) The processing nature of the N400: Evidence from masked priming. Journal of Cognitive Neuroscience, 5, 34–44. CrossrefGoogle Scholar
Burkhardt, P.
(2007) The P600 reflects cost of new information in discourse memory. Neuroreport, 18, 1851–1854. CrossrefGoogle Scholar
Cain, K.
(2010) Reading development and difficulties: An introduction. Oxford, UK: Wiley-Blackwell.Google Scholar
Cain, K. E., Bryant, P. E., & Oakhill, J.
(2004) Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96, 31–42. CrossrefGoogle Scholar
Cain, K., & Oakhill, J.
(2006) Profiles of children with specific reading comprehension difficulties. British Journal of Educational Psychology, 76, 683–696. CrossrefGoogle Scholar
Cain, K., Oakhill, J. V., Barnes, M. A., & Bryant, P. E.
(2001) Comprehension skill, inference-making ability, and their relation to knowledge. Memory & Cognition, 29, 850–859. CrossrefGoogle Scholar
Cain, K., Oakhill, J. V., & Bryant, P. E.
(2000) Investigating the causes of reading comprehension failure: The comprehension-age match design. Reading and Writing, 12, 31–40. CrossrefGoogle Scholar
Cain, K., Oakhill, J., & Lemmon, K.
(2004) Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of Educational Psychology, 96, 671–681. CrossrefGoogle Scholar
Coltheart, M., Rastle, K., Perry, C., Langdon, R., & Ziegler, J.
(2001) DRC: a dual route cascaded model of visual word recognition and reading aloud. Psychological Review, 108, 204–256. CrossrefGoogle Scholar
Cromley, J. G., & Azevedo, R.
(2007) Testing and refining the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 99, 311–325. CrossrefGoogle Scholar
Cutting, L. E., Materek, A., Cole, C. A. S., Levine, T., & Mahone, E. M.
(2009) Effects of fluency, oral language, and executive function on reading comprehension performance. Annals of Dyslexia, 59, 34–54. CrossrefGoogle Scholar
Donchin, E., & Coles, M. G.
(1998) Context updating and the P300. Behavioral and Brain Sciences, 21, 152–154. CrossrefGoogle Scholar
Elbro, C.
(1998) When reading is “readn” or somthn. Distinctiveness of phonological representations of lexical items in normal and disabled readers. Scandinavian Journal of Psychology, 39, 149–153. CrossrefGoogle Scholar
Elbro, C., & Jensen, M. N.
(2005) Quality of phonological representations, verbal learning, and phoneme awareness in dyslexic and normal readers. Scandinavian Journal of Psychology, 46, 375–384. CrossrefGoogle Scholar
Ericsson, K. A., & Kintsch, W.
(1995) Long-term working memory. Psychological Review, 102, 211–245. CrossrefGoogle Scholar
Gernsbacher, M. A.
(1990) Language comprehension as structure building. Hillsdale, NJ: Erlbaum.Google Scholar
Goldman, S. R., & Varma, S.
(1995) CAPing the construction-integration model of discourse comprehension. In C. A. Weaver, S. Mannes, & C. R. Fletcher (Eds.), Discourse comprehension: Essays in honor of Walter Kintsch (pp. 337–358). Hillsdale, NJ: Erlbaum.Google Scholar
Graesser, A. C., & Kreuz, R. J.
(1993) A theory of inference generation during text comprehension. Discourse Processes, 16, 145–160. CrossrefGoogle Scholar
Graesser, A. C., Singer, M., & Trabasso, T.
(1994) Constructing inferences during narrative text comprehension. Psychological Review, 101, 371–395. CrossrefGoogle Scholar
Hagoort, P.
(2005) On Broca, brain, and binding: A new framework. Trends in Cognitive Sciences, 9, 416–423. CrossrefGoogle Scholar
(2013) MUC (memory, unification, control) and beyond. Frontiers in Psychology, 4.Google Scholar
Haviland, S. E., & Clark, H. H.
(1974) What’s new? Acquiring new information as a process in comprehension. Journal of Verbal Learning and Verbal Behavior, 13, 512–521. CrossrefGoogle Scholar
Helder, A., Stafura, J., Calloway, R., van den Broek, P., & Perfetti, C.
(July 2015) Centrality effects on word to text integration during reading: an ERP study. Presented at the 25th Annual Meeting of the Society for Text & Discourse, Minneapolis, MN.Google Scholar
Hersch, J., & Andrews, S.
(2012) Lexical quality and reading skill: Bottom-up and top- down contributions to sentence processing. Scientific Studies of Reading, 16, 240–262. CrossrefGoogle Scholar
Hoover, W. A., & Gough, P. B.
(1990) The simple view of reading. Reading and Writing, 2, 127–160. CrossrefGoogle Scholar
Just, M. A., & Carpenter, P. A.
(1992) A capacity theory of comprehension: Individual differences in working memory. Psychological Review, 99, 122–149. CrossrefGoogle Scholar
Kintsch, W.
(1988) The role of knowledge in discourse comprehension: a construction- integration model. Psychological Review, 95, 163–182. CrossrefGoogle Scholar
Kintsch, W., & Mross, E. F.
(1985) Context effects in word identification. Journal of Memory and Language, 24, 336–349. CrossrefGoogle Scholar
Kintsch, W., & Rawson, K. A.
(2005) Comprehension. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 209–226). Malden, MA: Blackwell. CrossrefGoogle Scholar
Kutas, M., & Federmeier, K. D.
(2000) Electrophysiology reveals semantic memory use in language comprehension. Trends in Cognitive Sciences, 4, 463–470. CrossrefGoogle Scholar
Kutas, M., & Hillyard, S. A.
(1980) Reading senseless sentences: Brain potentials reflect semantic incongruity. Science, 207, 203–205. CrossrefGoogle Scholar
Language and Reading Research Consortium
(2015) Learning to read: Should we keep things simple? Reading Research Quarterly, 50, 151–169. CrossrefGoogle Scholar
Lau, E., Almeida, D., Hines, P. C., & Poeppel, D.
(2009) A lexical basis for N400 context effects: Evidence from MEG. Brain and Language, 111, 161–172. CrossrefGoogle Scholar
McKoon, G., & Ratcliff, R.
(1992) Inference during reading. Psychological Review, 99, 440–466. CrossrefGoogle Scholar
McNamara, D. S., & Magliano, J.
(2009) Toward a comprehensive model of comprehension. In B. Ross (Ed.), The psychology of learning and motivation (Vol. 51, pp. 297–384). New York, NY: Elsevier Science. CrossrefGoogle Scholar
Myers, J. L., & O’Brien, E. J.
(1998) Accessing the discourse representation during reading. Discourse processes, 26, 131–157. CrossrefGoogle Scholar
Nation, K.
(2005) Connections between language and reading in children with poor reading comprehension. In H. W. Catts & A. G. Kamhi (Eds.), The connection between language and reading disabilities (pp. 41–54). Mahwah, NJ: Erlbaum.Google 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, 443–468. CrossrefGoogle Scholar
O’Brien, E. J., & Albrecht, J. E.
(1992) Comprehension strategies in the development of a mental model. Journal of Experimental Psychology: Learning, Memory, and Cognition, 18, 777–784. CrossrefGoogle Scholar
O’Brien, E. J., Cook, A. E., & Guéraud, S.
(2010) Accessibility of outdated information. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 979–991.Google Scholar
O’Brien, E. J., & Myers, J. L.
(1985) When comprehension difficulty improves memory for text. Journal of Experimental Psychology: Learning, Memory, and Cognition, 11, 12–21.Google Scholar
O’Brien, E. J., Plewes, P. S., & Albrecht, J. E.
(1990) Antecedent retrieval processes. Journal of Experimental Psychology: Learning, Memory, and Cognition, 16, 241–249. CrossrefGoogle Scholar
O’Brien, E. J., Rizzella, M. L., Albrecht, J. E., & Halleran, J. G.
(1998) Updating a situation model: A memory-based text processing view. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 1200–1210.Google Scholar
Perfetti, C. A.
(1999) Comprehending written language: A blueprint of the reader. In C. Brown & P. Hagoort (Eds.), The neurocognition of language (pp. 167–208). New York, NY: Oxford University Press.Google Scholar
(2007) Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357–383. CrossrefGoogle Scholar
Perfetti, C. A., & Hart, L.
(2002) The lexical quality hypothesis. In L. Verhoeven, C. Elbro, & P. Reitsma (Eds.), Precursors of functional literacy (pp. 67–86). Amsterdam, the Netherlands: John Benjamins. CrossrefGoogle Scholar
Perfetti, C. A., Landi, N., & Oakhill, J.
(2005) The acquisition of reading comprehension skill. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 227–247). Oxford, UK: Blackwell. CrossrefGoogle Scholar
Perfetti, C., & Stafura, J.
(2014) Word knowledge in a theory of reading comprehension. Scientific Studies of Reading, 18, 22–37. CrossrefGoogle Scholar
(2015) Comprehending implicit meanings in text without making inferences. In E. O’Brien, A. Cook, & R. Lorch. (Eds.), Inferences during reading (pp. 1–18). Cambridge, UK: Cambridge University Press. CrossrefGoogle Scholar
Perfetti, C. A., Wlotko, E. W., & Hart, L. A.
(2005) Word learning and individual differences in word learning reflected in event-related potentials. Journal of Experimental Psychology: Learning, Memory, and Cognition, 31, 1281–1292.Google Scholar
Perfetti, C., Yang, C. L., & Schmalhofer, F.
(2008) Comprehension skill and word-to- text integration processes. Applied Cognitive Psychology, 22, 303–318. CrossrefGoogle Scholar
Protopapas, A., Sideridis, G. D., Mouzaki, A., & Simos, P. G.
(2007) Development of lexical mediation in the relation between reading comprehension and word reading skills in Greek. Scientific Studies of Reading, 11, 165–197. CrossrefGoogle Scholar
Rapp, D. N., & Taylor, H. A.
(2004) Interactive dimensions in the construction of mental representations for text. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 988–1001.Google Scholar
Shank, R. C., & Abelson, R.
(1977) Scripts, plans, goals, and understanding. Hillsdale, NJ: Erlbaum.Google Scholar
Ratcliff, R., & McKoon, G.
(1988) A retrieval theory of priming in memory. Psychological Review, 95, 385–408. CrossrefGoogle Scholar
Rugg, M. D., & Curran, T.
(2007) Event-related potentials and recognition memory. Trends in Cognitive Sciences, 11, 251–257. CrossrefGoogle Scholar
Rugg, M. D., Mark, R. E., Walla, P., Schloerscheidt, A. M., Birch, C. S., & Allan, K.
(1998) Dissociation of the neural correlates of implicit and explicit memory. Nature, 392, 595–598. CrossrefGoogle Scholar
Singer, M., & Halldorson, M.
(1996) Constructing and validating motive bridging inferences. Cognitive Psychology, 30, 1–38. CrossrefGoogle Scholar
Stafura, J. Z., & Perfetti, C. A.
(2014) Word-to-text integration: Message level and lexical level influences in ERPs. Neuropsychologia, 64, 41–53. CrossrefGoogle Scholar
Stafura, J. Z., Rickles, B., & Perfetti, C. A.
(2015) ERP evidence for memory and predictive mechanisms in word-to-text integration. Language, Cognition, and Neuroscience, 30, 1273–1290. CrossrefGoogle Scholar
Tunmer, W. E., & Chapman, J. W.
(2012) The simple view of reading redux vocabulary knowledge and the independent components hypothesis. Journal of Learning Disabilities, 45, 453–466. CrossrefGoogle Scholar
Van Daalen-Kapteijns, M. M., & Elshout-Mohr, M.
(1981) The acquisition of word meanings as a cognitive learning process. Journal of Verbal Learning and Verbal Behavior, 20, 386–399. CrossrefGoogle Scholar
Van den Broek, P. W., Helder, A., & Van Leijenhorst, L.
(2013) Sensitivity to Structural Centrality: Developmental and individual differences in reading comprehension skills. In: M. A. Britt, S. R. Goldman & J-F Rouet (Eds.), Reading: From words to multiple texts (pp. 132–146). New York: Routledge, Taylor & Francis Group.Google Scholar
Van den Broek, P., Risden, K., Fletcher, C. R., Thurlow, R., Britton, B., & Graesser, A.
(1996) A “landscape” view of reading: Fluctuating patterns of activation and the construction of a stable memory representation. In B. K. Britton & A. C. Graesser (Eds.), Models of understanding text (pp. 165–187). Mahwah, NJ: Erlbaum.Google Scholar
Van Dijk, T. A., & Kintsch, W.
(1983) Strategies of discourse comprehension. New York, NY: Academic Press.Google Scholar
Van Petten, C., & Luka, B. J.
(2012) Prediction during language comprehension: Benefits, costs, and ERP components. International Journal of Psychophysiology, 83, 176–190. CrossrefGoogle Scholar
Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M.
(2004) Special reading disability (dyslexia): What have we learned in the past four decades. Journal of Child Psychology and Psychiatry, 45, 2–40. CrossrefGoogle Scholar
Verhoeven, L., & Van Leeuwe, J.
(2008) Prediction of the development of reading comprehension: A longitudinal study. Applied Cognitive Psychology, 22, 407–423. CrossrefGoogle Scholar
Yang, C. L., Perfetti, C. A., & Schmalhofer, F.
(2005) Less skilled comprehenders ERPs show sluggish word-to-text integration processes. Written Language & Literacy, 8, 157–181. CrossrefGoogle Scholar
(2007) Event-related potential indicators of text integration across sentence boundaries. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 55–89.Google Scholar
Zwaan, R. A.
(2003) The immersed experiencer: Toward an embodied theory of language comprehension. Psychology of Learning and Motivation, 44, 35–62. CrossrefGoogle Scholar
Zwaan, R. A., Langston, M. C., & Graesser, A. C.
(1995) The construction of situation models in narrative comprehension: An event-indexing model. Psychological Science, 6, 292–297. CrossrefGoogle Scholar
Zwaan, R. A., & Madden, C. J.
(2004) Updating situation models. Journal of Experimental Psychology: Learning, Memory, and Cognition, 30, 283–288.Google Scholar
Zwaan, R. A., & Radvansky, G. A.
(1998) Situation models in language comprehension and memory. Psychological Bulletin, 123, 162–185. CrossrefGoogle Scholar
Cited by

Cited by 12 other publications

Cabell, Sonia Q. & HyeJin Hwang
2020. Building Content Knowledge to Boost Comprehension in the Primary Grades. Reading Research Quarterly 55:S1 Crossref logo
Clanton Harpine, Elaine
2019.  In After-School Programming and Intrinsic Motivation,  pp. 49 ff. Crossref logo
Crosson, Amy C., Margaret G. McKeown, Puiwa Lei, Hui Zhao, Xinyue Li, Kelly Patrick, Kathleen Brown & Yaqi Shen
2021. Morphological analysis skill and academic vocabulary knowledge are malleable through intervention and may contribute to reading comprehension for multilingual adolescents. Journal of Research in Reading 44:1  pp. 154 ff. Crossref logo
Davis, Dennis S., Jill S. Jones & Courtney Samuelson
2021. Is It Time for a Hard Conversation about Cueing Systems and Word Reading in Teacher Education?. Reading & Writing Quarterly 37:4  pp. 301 ff. Crossref logo
Grabe, William & Fredricka L. Stoller
2020.  In The Encyclopedia of Applied Linguistics,  pp. 1 ff. Crossref logo
Gruhn, Sophie, Eliane Segers & Ludo Verhoeven
2020. Moderating role of reading comprehension in children's word learning with context versus pictures. Journal of Computer Assisted Learning 36:1  pp. 29 ff. Crossref logo
Hessel, Annina K., Kate Nation & Victoria A. Murphy
2021. Comprehension Monitoring during Reading: An Eye-tracking Study with Children Learning English as an Additional Language. Scientific Studies of Reading 25:2  pp. 159 ff. Crossref logo
Hoffman, James V., Sonia Q. Cabell, Sandra Barrueco, Etta R. Hollins & P. David Pearson
2021. Critical Issues in the Science of Reading: Striving for a Wide-Angle View in Research. Literacy Research: Theory, Method, and Practice  pp. 238133772110321 ff. Crossref logo
Metsala, Jamie L., Rauno Parrila, Nicole J. Conrad & S. Hélène Deacon
2019. Morphological awareness and reading achievement in university students. Applied Psycholinguistics 40:03  pp. 743 ff. Crossref logo
Metsala, Jamie L., Erin Sparks, Margaret David, Nicole Conrad & S. Hélène Deacon
2021. What is the best way to characterise the contributions of oral language to reading comprehension: listening comprehension or individual oral language skills?. Journal of Research in Reading 44:3  pp. 675 ff. Crossref logo
Oakhill, Jane
2020. Four Decades of Research into Children’s Reading Comprehension: A Personal Review. Discourse Processes 57:5-6  pp. 402 ff. Crossref logo
Young, Chase & Evan Ortlieb
2018. Implementing Readers Theater in Secondary Classrooms. Reading Psychology 39:8  pp. 879 ff. Crossref logo

This list is based on CrossRef data as of 13 september 2021. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.