Cover not available
Part of
Theories of Reading Development
Edited by Kate Cain, Donald L. Compton and Rauno K. Parrila
[Studies in Written Language and Literacy 15] 2017
► pp. 258–283

Reading comprehension

What develops and when?

| University of Texas at Austin
| University of Texas at Austin
Article outline
  • 1.Comprehension by ear and by eye: What is involved?
    • 1.1Text comprehension: The product and the process
    • 1.2The longitudinal prediction of comprehension development: The story so far
  • 2.Theoretical models of reading comprehension: A critical review
    • 2.1Language-based accounts of reading comprehension: How well do they explain development?
    • 2.2Cognitive resources: The role of executive function and working memory
    • 2.3Beyond language and cognitive skills: The role of motivation
  • 3.Returning to the situation model: What’s in a situation model and how does that develop?
    • 3.1Individual dimensions in situation models: Causal, temporal and spatial relations
    • 3.2Individual dimensions in situation models: Intentions and motivations
    • 3.3Pulling it together: Encoding several dimensions in a situation model
  • 4.Conclusions
    • 4.1Models of reading comprehension: What do they tell us about what we need in a model of development?
    • 4.2Building a model of reading comprehension development: The role of knowledge and cognitive resources
    • 4.3Building a model of reading comprehension development: Where does knowledge come from?
    • 4.4Comprehension development: A summary
  • Acknowledgements
  • Notes
  • References
Published online: 14 August 2017
DOI logo
https://doi.org/10.1075/swll.15.15cai
References

References

Baker, L.
(1984) Children’s effective use of multiple standards for evaluating their comprehension. Journal of Educational Psychology, 76, 588–597. DOI logoGoogle Scholar
Barnes, M. A., Ahmed, Y., Barth, A., & Francis, D. J.
(2015) The Relation of Knowledge-Text Integration Processes and Reading Comprehension in 7th-to 12th-Grade Students. Scientific Studies of Reading, 19, 253–272. DOI logoGoogle Scholar
Barnes, M. A., Dennis, M., & Haefele-Kalvaitis, J.
(1996) The effects of knowledge availability and knowledge accessibility on coherence and elaborative inferencing in children from six to fifteen years of age. Journal of Experimental Child Psychology, 61, 216–241. DOI logoGoogle Scholar
Barnes, M. A., Faulkner, H., Wilkinson, M., & Dennis, M.
(2004) Meaning construction and integration in children with hydrocephalus. Brain and Language, 89, 47–56. DOI logoGoogle Scholar
Barnes, M. A., Huber, J., Johnston, A. M., & Dennis, M.
(2007) A model of comprehension in spina bifida meningomyelocele: Meaning activation, integration, and revision. Journal of the International Neuropsychological Society, 13, 854–864. DOI logoGoogle Scholar
Barnes, M. A., Raghubar, K. P., Faulkner, H., & Denton, C. A.
(2014) The construction of visual – spatial situation models in children’s reading and their relation to reading comprehension. Journal of experimental child psychology, 119, 101–111. DOI logoGoogle Scholar
Barsalou, L. W.
(1999) Perceptual symbol systems. Behavoiral and Brain Sciences, 22, 577–660.Google Scholar
(2010) Grounded cognition: past, present, and future. Topics in Cognitive Science, 2, 716–724. DOI logoGoogle Scholar
Bishop, D. V. M.
(1997) Cognitive neuropsychology and developmental disorders: Uncomfortable bedfellows. The Quarterly Journal of Experimental Psychology: Section A, 50, 899–923. DOI logoGoogle Scholar
Bishop, D. V. M., & Adams, C.
(1992) Comprehension problems in children with specific language impairment: Literal and inferential meaning. Journal of Speech and Hearing Research, 35, 119–129. DOI logoGoogle Scholar
Blewitt, P., & Toppino, T. C.
(1991) The development of taxonomic structure in lexical memory. Journal of Experimental Child Psychology, 51, 296–319. DOI logoGoogle Scholar
Blything, L., Davies, R., & Cain, K.
(2015) Young children’s comprehension of temporal relations in complex sentences: the influence of memory on performance. Child Development, 86, 1922–1934. DOI logoGoogle Scholar
Bohn-Gettler, C. M., Rapp, D. N., van den Broek, P., Kendeou, P., & White, M. J.
(2011) Adults’ and children’s monitoring of story events in the service of comprehension. Memory and Cognition, 39, 992–1011. DOI logoGoogle Scholar
Borella, E., Carretti, B., & Pelegrina, S.
(2010) The specific role of inhibition in reading comprehension in good and poor comprehenders. Journal of Learning Disabilities, 43, 541–552 DOI logoGoogle Scholar
Bransford, J. D., Barclay, J. R., & Franks, J. J.
(1972) Sentence memory; a constructive versus interpretive approach. Cognitive Psychology, 3, 193–209. DOI logoGoogle Scholar
Braze, D., Mencl, W. E., Tabor, W., Pugh, K. R., Constable, R. T., Fulbright, R. K., … Shankweiler, D. P.
(2011) Unification of sentence processing via ear and eye: an fMRI study. Cortex, 47, 416–431. DOI logoGoogle Scholar
Cain, K., & Nash, H.
(2011) The influence of connectives on young readers’ processing and comprehension of text. Journal of Educational Psychology, 103, 429–441. DOI logoGoogle Scholar
Cain, K., Oakhill, J., & Bryant, P.
(2004) Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96, 31–42. DOI logoGoogle Scholar
Cain, K., Oakhill, J., & Bryant, P. E.
(2000) Investigating the causes of reading comprehension failure: The comprehension-age match design. Reading and Writing, 12, 31–40. DOI logoGoogle Scholar
Cain, K., & Oakhill, J. V.
(1999) Inference making and its relation to comprehension failure. Reading and Writing. An Interdisciplinary Journal, 11, 489–503. DOI logoGoogle Scholar
Cain, K., Towse, A. S., & Knight, R.
(2009) The development of idiom comprehension: An investigation of semantic and contextual processing skills Journal of Experimental Child Psychology, 102, 98–108. DOI logoGoogle Scholar
Carretti, B., Cornoldi, C., De Beni, R., & Romano, M.
(2005) Updating in working memory: A comparison of good and poor comprehenders. Journal of Experimental Child Psychology, 91, 45–66. DOI logoGoogle Scholar
Carroll, J. B.
(1993) Human cognitive abilities: A survey of factor-analytic studies. New York: Cambridge University Press. DOI logoGoogle Scholar
Case, R., Okamoto, Y., Griffin, S., McKeough, A., Bleiker, C., Henderson, B., … Keating, D. P.
(1996) The role of central conceptual structures in the development of children’s thought. Monographs of the Society for Research in Child Development, 61, 1–295. DOI logoGoogle Scholar
Catts, H. W., Hogan, T. P., & Adlof, S. M.
(2005) Developmental changes in reading and reading disabilities. In H. W. Catts & A. G. Kamhi (Eds.), The connections between language and reading disabilities (pp. 25–40). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
Cohen, L. B., Chaput, H. H., & Cashon, C. H.
(2002) A constructivist model of infant cognition. Cognitive Development, 17, 1323–1343. DOI logoGoogle Scholar
Cook, A. E., & O’Brien, E. J.
(2014) Knowledge activation, integration, and validation during narrative text comprehension. Discourse Processes, 51, 26–49. DOI logoGoogle Scholar
(2015) Passive activation and instantiation during reading. In E. J. O’Brien, A. E. Cook & R. F. Lorch (Eds.), Inference during reading (pp. 19–41). Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Currie, N. K., & Cain, K.
(2015) Children’s inference generation: the role of vocabulary and working memory. Journal of Experimental Child Psychology, 137, 57–75. DOI logoGoogle Scholar
Daneman, M., & Merikle, P. M.
(1996) Working memory and language comprehension: A meta-analysis. Psychonomic Bulletin and Review, 3, 422–433. 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, 51–77. DOI logoGoogle Scholar
Dekker, T. M., Mareschal, D., Johnson, M. H., & Sereno, M. I.
(2014) Picturing words? Sensorimotor cortex activation for printed words in child and adult readers. Brain and Language, 139, 58–67. DOI logoGoogle Scholar
Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R.
(2007) Grit: perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92, 1087–1101. DOI logoGoogle Scholar
Ericsson, K. A., & Kintsch, W.
(1995) Long-term working memory. Psychological Review, 102, 211–245. DOI logoGoogle Scholar
Evans, J. S. B., & Stanovich, K. E.
(2013) Dual-process theories of higher cognition: Advancing the debate. Perspectives on Psychological Science, 8, 223–241. DOI logoGoogle Scholar
Fecica, A. M., & O’Neill, D. K.
(2010) A step at a time: Preliterate children’s simulation of narrative movement during story comprehension. Cognition, 116, 368–381. DOI logoGoogle Scholar
Fischer, M. H., & Zwaan, R. A.
(2008) Embodied language: A review of the role of the motor system in language comprehension. The Quarterly Journal of Experimental Psychology, 61, 825–850. DOI logoGoogle Scholar
Fuhs, M. W., Nesbitt, K. T., Farran, D. C., & Dong, N.
(2014) Longitudinal associations between executive functioning and academic skills across content areas. Developmental Psychology, 50, 1698–1709. DOI logoGoogle Scholar
Gallagher, H. L., Happé, F., Brunswick, N., Fletcher, P. C., Frith, U., & Frith, C. D.
(2000) Reading the mind in cartoons and stories: an fMRI study of ‘theory of mind’in verbal and nonverbal tasks. Neuropsychologia, 38, 11–21. DOI logoGoogle Scholar
Garcia, J. R., & Cain, K.
(2014) Decoding and reading comprehension: a meta-analysis to identify which reader and assessment characteristics influence the strength of the relationship in English Review of Educational Research, 84, 74–111. DOI logoGoogle Scholar
Garner, R.
(1980) Monitoring of understanding: An investigation of good and poor readers’ awareness of induced miscomprehension of text. Journal of Reading Behaviour, XII, 55–63. DOI logoGoogle Scholar
Garnham, A.
(1979) Instantiation of verbs. Quarterly Journal of Experimental Psychology, 31, 207–214. DOI logoGoogle Scholar
(1981) Anaphoric reference to instances, instantiated and non‐instantiated categories: A reading time study. British Journal of Psychology, 72, 377–384. DOI logoGoogle Scholar
(2001) Mental models and the interpretation of anaphora. Philadelphia, PA: Psychology Press.Google Scholar
Gernsbacher, M. A.
(1990) Language comprehension as structure building. Hillsdale, N.J.: Lawrence Erlbaum.Google Scholar
Gernsbacher, M. A., & Faust, M.
(1991) The mechanism of suppression: A component of general comprehension skill. Journal of Experimental Psychology: Learning, Memory and Cognition, 17, 245–262.Google Scholar
Gilbert, D. T., Krull, D. S., & Pelham, B. W.
(1988) Of thoughts unspoken: Social inference and the self-regulation of behavior. Journal of Personality and Social Psychology, 55, 685–694. DOI logoGoogle Scholar
Gernsbacher, M. A., & Kaschak, M. P.
(2003) Neuroimaging studies of language production and comprehension. Annual Review of Psychology, 54, 91–114. DOI logoGoogle Scholar
Gernsbacher, M. A., Varner, K. R., & Faust, M.
(1990) Investigating differences in general comprehension skill. Journal of Experimental Psychology: Learning, Memory and Cognition, 16, 430–445.Google Scholar
Glenberg, A. M., Witt, J. K., & Metcalfe, J.
(2013) From the revolution to embodiment 25 years of cognitive psychology. Perspectives on Psychological Science, 8, 573–585. DOI logoGoogle Scholar
Glenberg, A. M., Gutierrez, T., Levin, J. R., Japuntich, S., & Kaschak, M. P.
(2004) Activity and imagined activity can enhance young children’s reading comprehension. Journal of Educational Psychology, 96, 424–436. DOI logoGoogle Scholar
Gough, P. B., Hoover, W. A., & Peterson, C. L.
(1996) Some observations on a simple view of reading. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties: Processes and interventions (pp. 1–13). Mahwah, NJ: Erlbaum.Google Scholar
Gough, P. B., & Tunmer, W. E.
(1986) Decoding, reading and reading disability. Remedial and Special Education, 7, 6–10. DOI logoGoogle Scholar
Graesser, A. C., Singer, M., & Trabasso, T.
(1994) Constructing inferences during narrative text comprehension. Psychological Review, 101, 371–395. DOI logoGoogle Scholar
Guthrie, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E.
(1999) Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3, 231–256. DOI logoGoogle Scholar
Hagá, S., Garcia-Marques, L., & Olson, K. R.
(2014) Too young to correct: A developmental test of the three-stage model of social inference. Journal of Personality and Social Psychology, 107(6), 9941012. DOI logoGoogle Scholar
Hayes, D. P., & Ahrens, M.
(1988) Vocabulary simplification for children: A special case of ‘motherese’. Journal of Child Language, 15, 395–410. DOI logoGoogle Scholar
Isberner, M. B., & Richter, T.
(2014) Does validation during language comprehension depend on an evaluative mindset? Discourse Processes, 51, 7–25. DOI logoGoogle Scholar
Joshi, R. M., & Aaron, P. G.
(2000) The component model of reading: Simple view of reading made a little more complex. Reading Psychology, 21, 85–97. DOI logoGoogle Scholar
Just, M. A., & Carpenter, P. A.
(1992) A capacity theory of comprehension: individual differences in working memory. Psychological Review, 99, 122–149. DOI logoGoogle Scholar
Karmiloff-Smith, A.
(2009) Nativism versus neuroconstructivism: rethinking the study of developmental disorders. Developmental Psychology, 45, 56–63. DOI logoGoogle Scholar
Keenan, J. M., Baillet, S. D., & Brown, P.
(1984) The effects of causal cohesion on comprehension and memory. Journal of Verbal Learning and Verbal Behavior, 23, 115–126. DOI logoGoogle Scholar
Kendeou, P., Bohn-Gettler, C., White, M., & van den Broek, P.
(2008) Children’s inference generation across different media. Journal of Research in Reading, 31, 259–272. DOI logoGoogle Scholar
Kendeou, P., Lynch, J. S., van den Broek, P., Espin, C., White, M., & Kremer, K. E.
(2005) Developing successful readers: Building early narrative comprehension skills through television viewing and listening. Early Childhood Education Journal, 33, 91–98. DOI logoGoogle Scholar
Kendeou, P., van den Broek, P., White, M., & Lynch, J. S.
(2009) Predicting reading comprehension in early elementary school: the independent contributions of oral language and decoding skills. Journal of Educational Psychology, 101, 765–778. DOI logoGoogle Scholar
Kim, Y. S.
(2015) Language and cognitive predictors of text comprehension: Evidence from multivariate analysis. Child Development, 86, 128–144. DOI logoGoogle Scholar
Kintsch, W.
(1998) Comprehension: A Paradigm for Cognition. New York, NY: Cambridge University Press.Google Scholar
Kuhn, L. J., Willoughby, M. T., Wilbourn, M. P., Vernon‐Feagans, L., & Blair, C. B.
(2014) Early communicative gestures prospectively predict language development and executive function in early childhood. Child Development, 85, 1898–1914.Google Scholar
LARRC
(2015) Learning to read: should we keep things simple? Reading Research Quarterly, 50, 151–169. DOI logoGoogle Scholar
Logan, J. (in press). Pressure points in reading comprehension: A quantile multiple regression analysis. Journal of Educational Psychology.
Jiang, H., & Farquharson, K. (under review). Are memory and attention equally important for reading and listening comprehension? A developmental comparison.
Lepola, J., Lynch, J. S., Laakkonen, E., Silven, M., & Niemi, P.
(2012) The role of inference making and other language skills in the development of narrative listening comprehension in 4-6-year-old children. Reading Research Quarterly, 47, 259–282. DOI logoGoogle Scholar
Lindenberg, R., & Scheef, L.
(2007) Supramodal language comprehension: role of the left temporal lobe for listening and reading. Neuropsychologia, 45, 2407–2415. DOI logoGoogle Scholar
Locascio, G., Mahone, E. M., Eason, S., & Cutting, L. E.
(2010) Executive dysfunction among children with reading comprehension deficits. Journal of Learning Disabilities, 43, 441–454. DOI logoGoogle Scholar
Lorsbach, T. C., Katz, G. A., & Cupak, A. J.
(1998) Developmental differences in the ability to inhibit the initial misinterpretation of garden path passages. Journal of Experimental Child Psychology, 71, 275–296. DOI logoGoogle Scholar
Lynch, J. S., van den Broek, P., Kremer, K., Kendeou, P., White, M. J., & Lorch, E. P.
(2008) The development of narrative comprehension and its relation to other early reading skills. Reading Psychology, 29, 327–365. DOI logoGoogle Scholar
Magliano, J. P., Miller, J., & Zwaan, R. A.
(2001) Indexing space and time in film understanding. Applied Cognitive Psychology, 15, 533–545. DOI logoGoogle Scholar
McKoon, G., & Ratcliff, R.
(1992) Inference during reading. Psychological Review, 99, 440–466. DOI logoGoogle Scholar
McNamara, D. S., & Magliano, J.
(2009) Toward a comprehensive model of comprehension. In B. Ross (Ed.), Psychology of learning and motivation (Vol. 51, pp. 297–384). Burlington: Academic Press. DOI logoGoogle Scholar
Munte, T. F., Schiltz, K., & Kutas, M.
(1998) When temporal terms belie conceptual order. Nature, 395, 71–73. DOI logoGoogle Scholar
Muter, V., Hulme, C., Snowling, M., & Stevenson, J.
(2004) Phonemes, rimes, vocabulary and grammatical skills as foundations of early reading development: evidence from a longitudinal study. Developmental Psychology, 40, 665–681. DOI logoGoogle Scholar
Myers, J. L., & O’Brien, E. J.
(1998) Accessing the discourse representation during reading. Discourse Processes, 26, 131–157. DOI logoGoogle Scholar
Oakhill, J., & Cain, K.
(2012) The precursors of reading comprehension and word reading in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16, 91–121. 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, 554–566. DOI logoGoogle Scholar
Paris, A. H., & Paris, S. G.
(2003) Assessing narrative comprehension in young children. Reading Research Quarterly, 38, 36–76. DOI logoGoogle Scholar
Perez, A., Cain, K., Castellanos, M. C., & Bajo, T.
(2015) Inferential updating in narrative texts: an ERP study. Memory and Cognition, 43, 1105–1135. DOI logoGoogle Scholar
Perfetti, C. A.
(1985) Reading Ability. New York: Oxford University Press.Google Scholar
(1988) Verbal efficiency in reading ability. In M. Daneman, G., MacKinnon & T. G. Waller (Eds.), Reading Research: Advances in Theory and Practice (Vol. 6). San Diego: Academic Press.Google Scholar
(2007) Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357–383. DOI logoGoogle Scholar
Perfetti, C. A., & Hart, L.
(2001) The lexical basis of comprehension skill. In D. S. Gorfein (Ed.), On the consequences of meaning selection: Perspectives on resolving lexical ambiguity (pp. 67–86). Washington, DC, US: APA. DOI logoGoogle Scholar
Perfetti, C. A., & Stafura, J. Z.
(2015) Comprehending implicit meanings in text without making inferences. In E. J. O’Brien, A. E. Cook & R. F. Lorch (Eds.), Inferences during reading (pp. 1–18). Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Piaget, J.
(1952) The origins of intelligence in children. New York, New York: International Univeristy Press. DOI logoGoogle Scholar
Pike, M., Swank, P., Taylor, H., Landry, S., & Barnes, M. A.
(2013) Effect of preschool working memory, language, and narrative abilities on inferential comprehension at school-age in children with Spina Bifida Myelomeningocele and typically developing children. Journal of the International Neuropsychological Society, 19, 390–399. DOI logoGoogle Scholar
Pike, M. M., Barnes, M. A., & Barron, R. W.
(2010) The role of illustrations in children’s inferential comprehension. Journal of Experimental Child Psychology, 105, 243–255. DOI logoGoogle Scholar
Pulvermüller, F.
(2013) Semantic embodiment, disembodiment or misembodiment? In search of meaning in modules and neuron circuits. Brain and language, 127, 86–103. DOI logoGoogle Scholar
Pyykkönen, P., & Järvikivi, J.
(2012) Children and situation models of multiple events. Developmental Psychology, 48, 521–529. DOI logoGoogle Scholar
Radvansky, G. A., & Copeland, D. E.
(2001) Working memory and situation model updating. Memory & Cognition, 29, 1073–1080. DOI logoGoogle Scholar
Richter, T., Isberner, M.-B., Naumann, J., & Neeb, Y.
(2013) Lexical quality and reading comprehension in primary school children. Scientific Studies of Reading, 17, 415–434. DOI logoGoogle Scholar
Sachs, J. S.
(1967) Recognition of semantic, syntactic, and lexical changes in sentences Psychonomic Bulletin, 1, 17–18.Google Scholar
San Juan, V., Khu, M., & Graham, S. A.
(2015) A New Perspective on Children’s Communicative Perspective Taking: When and How Do Children Use Perspective Inferences to Inform Their Comprehension of Spoken Language?. Child Development Perspectives, 9, 245–249. DOI logoGoogle Scholar
Schneider, W., Körkel, J., & Weinert, F. E.
(1989) Domain-specific knowledge and memory performance: A comparison of high-and low-aptitude children. Journal of Educational Psychology, 81, 306–312. DOI logoGoogle Scholar
Scott, C. M.
(2009) A case for the sentence in reading comprehension. Language, Speech, and Hearing Services in Schools, 40, 184–191. DOI logoGoogle Scholar
Seigneuric, A., Ehrlich, M.-F., Oakhill, J. V., & Yuill, N. M.
(2000) Working memory resources and children’s reading comprehension. Reading and Writing. An Interdisciplinary Journal, 13, 81–103. DOI logoGoogle Scholar
Sesma, H. W., Mahone, E. M., Levine, T., Eason, S. H., & Cutting, L. E.
(2009) The contribution of executive skills to reading comprehension. Child Neuropsychology, 15, 232–246. DOI logoGoogle Scholar
Silva, M. T., & Cain, K.
(2015) The relations between lower- and higher-level oral language skills and their role in prediction of early reading comprehension Journal of Educational Psychology, 107, 321–331. DOI logoGoogle Scholar
Singer, M.
(1994) Discourse inference processes. In M. A. Gernsbacher (Ed.), Handbook of psycholinguistics (pp. 479–515). San Diego, CA US: Academic Press.Google Scholar
Stanovich, K. E.
(1993) Does reading make you smarter? Literacy and the development of verbal intelligence. In H. Reese (Ed.), Advances in Child Development and Behavior (Vol. 24, pp. 133–180): Academic Press.Google Scholar
Stein, N. L., & Glenn, C. G.
(1982) Children’s concept of time: the development of story schema. In W. Friedman, J. (Ed.), The developmental psychology of time (pp. 255–282). New York: Academic Press.Google 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, 381–398. DOI logoGoogle Scholar
Therriault, D. J., Rinck, M., & Zwaan, R. A.
(2006) Assessing the influence of dimensional focus during situation model construction. Memory & Cognition, 34, 78–89. DOI logoGoogle Scholar
Uttal, D. H., Fisher, J. A., & Taylor, H. A.
(2006) Words and maps: developmental changes in mental models of spatial information acquired from descriptions and depictions. Developmental Science, 9, 221–235. DOI logoGoogle Scholar
van den Broek, P., Rapp, D. N., & Kendeou, P.
(2005) Integrating memory-based and constructionist approaches in accounts of reading comprehension. Discourse Processes, 39, 299–316. DOI logoGoogle Scholar
Van Dyke, J. A., & Johns, C. L.
(2012) Memory interference as a determinant of language comprehension. Language and Linguistics Compass, 6, 193–211. DOI logoGoogle Scholar
Van Dyke, J. A., Johns, C. L., & Kukona, A.
(2014) Low working memory capacity is only spuriously related to poor reading comprehension. Cognition, 131, 373–403. DOI logoGoogle Scholar
Van Dyke, J. A., & Shankweiler, D. P.
(2013) From verbal efficiency to lexical quality. In M. A. Britt, S. R. Goldman & J. F. Rouet (Eds.), Reading – from words to multiple texts (pp. 115–131). New York: Routledge.Google Scholar
Verhoeven, L., & van Leeuwe, J.
(2008) Prediction of the development of reading comprehension: a longitudinal study. Applied Cognitive Psychology, 22, 407–423. DOI logoGoogle Scholar
Wang, J. H. Y., & Guthrie, J. T.
(2004) Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between US and Chinese students. Reading Research Quarterly, 39, 162–186. DOI logoGoogle Scholar
Wolters, C. A., Denton, C. A., York, M. J., & Francis, D. J.
(2014) Adolescents’ motivation for reading: group differences and relation to standardized achievement. Reading and Writing, 27, 503–533. DOI logoGoogle Scholar
Zimmerman, B., & Schunk, D. H.
(2006) Competence and control beliefs: Distinguishing the means and ends. In P. A. Alexander & P. H. Winne (Eds) Handbook of educational psychology (2nd Ed, pp 349–367). New York: Routledge.Google Scholar
Zwaan, R. A.
(1994) Effect of genre expectations on text comprehension. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 920–933.Google Scholar
(2014) Embodiment and language comprehension: reframing the discussion. Trends in cognitive sciences, 18, 229–234. DOI logoGoogle 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. DOI logoGoogle 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. DOI logoGoogle Scholar
Cited by

Cited by 24 other publications

Akopyan, Anait & Katrin Saks
2022. Effects of the Reading Practice Platform (Readvise) in Developing Self-Regulated Reading Skills of Tertiary Students in L2 Learning. Education Sciences 12:4 ► pp. 238 ff. DOI logo
Coggins, Joanne
2023. Righting Reading in Middle School: Readable English Helps Underperforming Adolescent Readers. Journal of Education for Students Placed at Risk (JESPAR) ► pp. 1 ff. DOI logo
Coggins, Joanne Veatch & Anastassia Zabrodskaja
2023. Using Readable English leads to reading gains for rural elementary students: An experimental study. PLOS ONE 18:7 ► pp. e0288292 ff. DOI logo
Fleury, Veronica P. & Jacqueline A. Towson
2021. Early Lessons Learned in Designing an Adaptive Shared Reading Intervention for Preschoolers With Autism. Exceptional Children 88:1 ► pp. 45 ff. DOI logo
Fleury, Veronica P., Kelly Whalon, Carolyn Gilmore, Xiaoning Wang & Richard Marks
2021. Building Comprehension Skills of Young Children With Autism One Storybook at a Time. Language, Speech, and Hearing Services in Schools 52:1 ► pp. 153 ff. DOI logo
Grabe, William & Fredricka L. Stoller
2020. Teaching Reading: Foundations and Practices. In The Encyclopedia of Applied Linguistics, ► pp. 1 ff. DOI logo
Hollander, John, John Sabatini, Art Graesser, Daphne Greenberg, Tenaha O’Reilly & Jan Frijters
2023. Importance of Learner Characteristics in Intelligent Tutoring for Adult Literacy. Discourse Processes 60:4-5 ► pp. 397 ff. DOI logo
Hwang, HyeJin & Nell K. Duke
2020. Content Counts and Motivation Matters: Reading Comprehension in Third-Grade Students Who Are English Learners. AERA Open 6:1 ► pp. 233285841989907 ff. DOI logo
Intepe-Tingir, Seyma & Kelly Whalon
2023. Teaching Emotion Vocabulary to Children With Autism Spectrum Disorder. The Journal of Special Education 56:4 ► pp. 193 ff. DOI logo
Kearns, Devin M. & Elfrieda H. Hiebert
2022. The Word Complexity of Primary‐Level Texts: Differences Between First and Third Grade in Widely Used Curricula. Reading Research Quarterly 57:1 ► pp. 255 ff. DOI logo
Kotzer, Maddie, John R. Kirby & Lindsay Heggie
2021. Morphological Awareness Predicts Reading Comprehension in Adults. Reading Psychology 42:3 ► pp. 302 ff. DOI logo
Oakhill, Jane
2020. Four Decades of Research into Children’s Reading Comprehension: A Personal Review. Discourse Processes 57:5-6 ► pp. 402 ff. DOI logo
Phalen, Lisa A. & Laura C. Chezan
2023. Using the Question–Answer Relationship Strategy to Improve Listening Comprehension in Young Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders 53:1 ► pp. 50 ff. DOI logo
Piu, Angela
2022. Alla ricerca delle informazioni più importanti di un testo narrativo. Uno studio esplorativo nella scuola primaria. CADMO :1 ► pp. 82 ff. DOI logo
Sandro, Misciagna
2020. Neural Correlates in Learning Disabilities. In Learning Disabilities - Neurological Bases, Clinical Features and Strategies of Intervention, DOI logo
Solari, Emily J., Nicole Patton Terry, Nadine Gaab, Tiffany P. Hogan, Nancy J. Nelson, Jill M. Pentimonti, Yaacov Petscher & Sarah Sayko
2020. Translational Science: A Road Map for the Science of Reading. Reading Research Quarterly 55:S1 DOI logo
Terry, Nicole Patton, Lynette Hammond Gerido, Cynthia U. Norris, Lakeisha Johnson & Callie Little
2022. Building a framework to understand and address vulnerability to reading difficulties among children in schools in the United States. New Directions for Child and Adolescent Development 2022:183-184 ► pp. 9 ff. DOI logo
van den Broek, Paul & Panayiota Kendeou
2022. Reading Comprehension I. In The Science of Reading, ► pp. 239 ff. DOI logo
Verhoeven, Ludo & Karin Landerl
2022. Introduction to this Special Issue on Reading and its Development across Orthographies: State of the Science. Scientific Studies of Reading 26:2 ► pp. 91 ff. DOI logo
Verhoeven, Ludo, Sonali Nag, Charles Perfetti & Kenneth Pugh
2023. Introduction. In Global Variation in Literacy Development, ► pp. 1 ff. DOI logo
Verhoeven, Ludo & Charles Perfetti
2022. Universals in Learning to Read Across Languages and Writing Systems. Scientific Studies of Reading 26:2 ► pp. 150 ff. DOI logo
Wang, Lei, Duo Liu, Jinjing Xiang & Dan Lin
2023. The dynamic relationship between phonological awareness, morphological awareness and character reading in chinese early readers: a three-year longitudinal study. Reading and Writing DOI logo
Zhang, Dongbo & Sihui Ke
2020. The Simple View of Reading Made Complex by Morphological Decoding Fluency in Bilingual Fourth‐Grade Readers of English. Reading Research Quarterly 55:2 ► pp. 311 ff. DOI logo
ÇELİKTEN DEMİREL, Serpil, Halime Miray SÜMER DODUR, Özlem ALTINDAĞ KUMAŞ & Yasemin YÜZBAŞIOĞLU
2023. Adaptation of the Listening Comprehension Test to Turkish Culture. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 24:4 ► pp. 509 ff. DOI logo

This list is based on CrossRef data as of 12 april 2024. 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.