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. 463488
Anstey, M. M., & Freebody, P.
(1987) The effects of various pre-reading activities on children’s literal and inferential comprehension. Reading Psychology, 8, 189–209. DOI logoGoogle Scholar
Beck, I. L., McKeown, M. G., Omanson, R. C., & Pople, M. T.
(1984) Improving the comprehensibility of stories: The effects of revisions that improve coherence. Reading Research Quarterly, 19, 263–277. DOI logoGoogle Scholar
Beck, I. L., McKeown, M. G., Sinatra, G. M., & Loxterman, J. A.
(1991) Revising social studies text from a text-processing perspective: Evidence of improved comprehensibility. Reading Research Quarterly, 26, 251–276. DOI logoGoogle Scholar
Beck, I. L., Omanson, R. C., & Mckeown, M. G.
(1982) An instructional redesign of reading lessons: Effects on comprehension. Reading Research Quarterly, 17, 462–481. DOI logoGoogle Scholar
Berkeley, S., Scruggs, T. E., & Mastropieri, M. A.
(2010) Reading comprehension instruction for students with learning disabilities, 1995–2006: A meta-analysis. Remedial and Special Education, 31, 423–436. DOI logoGoogle Scholar
Bigler, J. K.
(1984) Increasing inferential comprehension scores of intermediate-age mildly retarded students using two direct teaching procedures. Education & Training of the Mentally Retarded, 19, 132–140.Google Scholar
Cain, K., & Oakhill, J.
(2006) Profiles of children with specific reading comprehension difficulties. British Journal of Educational Psychology, 76, 683–696. DOI logoGoogle Scholar
(2009) Reading comprehension development from 8 to 14 years: The contribution of component skills and processes. In R. K. Wagner, C. Schatschneider, & C. Phythian-Sence (Eds.), Beyond decoding: The behavioral and biological foundations of reading comprehension (pp. 143–175). New York: Guilford.Google Scholar
Cain, K. & Oakhill, J.
(2012) Reading comprehension development from seven to fourteen years: Implications for assessment. In J. P. Sabatini, E. R. Albro, & T. O’Reilly (Eds.), Measuring up: Advances in how we assess reading ability (pp. 59–76). Lanham, MD: Rowan & Littlefield Education.Google Scholar
Carnine, D. W., Kame’enui, E. J., & Woolfson, N.
(1982a) Training of textual dimensions related to text-based inferences. Journal of Reading Behavior, 14, 335–340. DOI logoGoogle Scholar
Carnine, D., Stevens, C., Clements, J., & Kame’enui, E. J.
(1982b) Effects of facilitative questions and practice on intermediate students’ understanding of character motives. Journal of Reading Behavior, 14, 179–190. DOI logoGoogle Scholar
Carr, E. M., Dewitz, P., & Patberg, J. P.
(1983) The effect of inference training on children’s comprehension of expository text. Journal of Reading Behavior, 15, 1–18. DOI logoGoogle Scholar
Compton, D. L., Miller, A. C., Elleman, A. M., & Steacy, L. M.
(2014) Have we forsaken reading theory in the name of “quick fix” interventions for children with reading disability? Scientific Studies of Reading, 18, 55–73. DOI logoGoogle Scholar
Dewitz, P., Carr, E. M., & Patberg, J. P.
(1987) Effects of inference training on comprehension and comprehension monitoring. Reading Research Quarterly, 22, 99–121. DOI logoGoogle Scholar
Elbro, C., & Buch Iversen, I.
(2013) Activation of background knowledge for inference making: Effects on reading comprehension. Scientific Studies of Reading, 17, 435–452. DOI logoGoogle Scholar
Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S.
(2001) Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71, 279–320. DOI logoGoogle Scholar
Hansen, J.
(1981) The effects of inference training and practice on young children’s reading comprehension. Reading Research Quarterly, 16, 391–417. DOI logoGoogle Scholar
Hansen, J., & Pearson, P. D.
(1983) An instructional study: Improving the inferential comprehension of good and poor fourth-grade readers. Journal of Educational Psychology, 75, 821–829. DOI logoGoogle Scholar
Holmes, B. C.
(1985) The effects of a strategy and sequenced materials on the inferential comprehension of disabled readers. Journal of Learning Disabilities, 18, 542–546. DOI logoGoogle Scholar
Kendeou, P., van den Broek, P., Helder, A., & Karlsson, J.
(2014) A cognitive view of reading comprehension: Implications for reading difficulties. Learning Disabilities Research & Practice, 29, 10–16. DOI logoGoogle Scholar
Kendeou, P., van den Broek, P., White, M., & Lynch, J.
(2007) Comprehension in preschool and early elementary children: Skill development and strategy interventions. In D. S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies, (pp. 27–45). Mahwah, NJ: Erlbaum.Google Scholar
Kim, W., Linan‐Thompson, S., & Misquitta, R.
(2012) Critical factors in reading comprehension instruction for students with learning disabilities: A research synthesis. Learning Disabilities Research & Practice, 27, 66–78. DOI logoGoogle Scholar
Kintsch, W.
(1988) The use of knowledge in discourse processing: A construction-integration model. Psychological Review, 95, 163–182. DOI logoGoogle 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. DOI logoGoogle Scholar
Loxterman, J. A., Beck, I. L., & McKeown, M. G.
(1994) The effects of thinking aloud during reading on students’ comprehension of more or less coherent text. Reading Research Quarterly, 29, 352–367. DOI logoGoogle Scholar
Manset-Williamson, G., Dunn, M., Hinshaw, R., & Nelson, J. M.
(2008) The impact of self-questioning strategy use on the text-reader assisted comprehension of students with reading disabilities. International Journal of Special Education, 23, 123–135.Google Scholar
McCormick, S., & Hill, D. S.
(1984) An analysis of the effects of two procedures for increasing disabled readers’ inferencing skills. Journal of Educational Research, 77, 219–227. DOI logoGoogle Scholar
McGee, A., & Johnson, H.
(2003) The effect of inference training on skilled and less skilled comprehenders. Educational Psychology, 23, 49–59. DOI logoGoogle Scholar
McKeown, M. G., Beck, I. L., & Blake, R. G. K.
(2009) Rethinking reading comprehension instruction: A comparison of instruction for strategies and content approaches. Reading Research Quarterly, 44, 218–253. DOI logoGoogle Scholar
McKeown, M. G., Beck, I. L., Sinatra, G. M., & Loxterman, J. A.
(1992) The contribution of prior knowledge and coherent text to comprehension. Reading Research Quarterly, 27, 78–93. DOI logoGoogle Scholar
McMaster, K. L., van den Broek, P., Espin, C. A., White, M. J., Rapp, D. N., Kendeou, P., … Carlson, S.
(2012) Making the right connections: Differential effects of reading intervention for subgroups of comprehenders. Learning and Individual Differences, 22, 100–111. DOI logoGoogle Scholar
McMaster, K. L., Espin, C. A., & van den Broek, P.
(2014) Making connections: Linking cognitive psychology and intervention research to improve comprehension of struggling readers. Learning Disabilities Research & Practice, 29, 17–24. DOI logoGoogle Scholar
McMaster, K. L., van den Broek, P., Espin, C. A., Pinto, V., Janda, B., Lam, E.,… van Boekel, M.
(2015) Developing a reading comprehension intervention: Translating cognitive theory to educational practice. Contemporary Educational Psychology, 40, 28–40. DOI logoGoogle Scholar
McNamara, D. S., & Magliano, J.
(2009) Toward a comprehensive model of comprehension. In B. Ross (Ed.), The psychology of learning and motivation (pp. 297–384). New York, NY: Elsevier. DOI logoGoogle Scholar
Moore, P. J., & Kirby, J. R.
(1988) Comprehension training and reading performance. Reading, 22, 126–136. DOI logoGoogle Scholar
National Institute of Child Health and Human Development
(2000) Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00–4769). Washington, DC: U.S. Government Printing Office.Google Scholar
Oakhill, J., & Cain, K.
(2007) Issues of causality in children’s reading comprehension. In D. S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 47–71). New York, NY: Erlbaum.Google Scholar
(2012) The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16, 91–121. DOI logoGoogle Scholar
Omanson, R. C., Beck, I. L., Voss, J. F., & McKeown, M. G.
(Win 1984) The effects of reading lessons on comprehension: A processing description. Cognition and Instruction, 1, 45–67. DOI logoGoogle Scholar
Pearson, P. D.
(2009) The roots of reading comprehension. In S. E. Israel & G. G. Duffy (Eds.) Handbook of research on reading comprehension (pp. 3–31). New York, NY: Routledge.Google Scholar
Snow, C. E.
(2002) Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, CA: RAND Corporation.Google Scholar
Rapp. D., & van den Broek, P.
(2005) Dynamic text comprehension: An integrative view of reading. Current Directions in Psychological Science, 14, 276–279. DOI logoGoogle Scholar
Rapp, D. N., van den Broek, P., McMaster, K. L., Kendeou, P., & Espin, C. A.
(2007) Higher-order comprehension processes in struggling readers: A perspective for research and intervention. Scientific Studies of Reading, 11, 289–312. DOI logoGoogle Scholar
Reutzel, D. R., & Hollingsworth, P. M.
(1988) Highlighting key vocabulary: A generative-reciprocal procedure for teaching selected inference types. Reading Research Quarterly, 23, 358–378. DOI logoGoogle Scholar
Scammacca, N. K., Roberts, G., Vaughn, S., & Steubing, K. K.
(2015) A meta-analysis of interventions for struggling readers in grades 4–12: 1980–2011. Journal of Learning Disabilities, 48, 369–390. DOI logoGoogle Scholar
Sinatra, G. M., Beck, I. L., & McKeown, M. G.
(1993) How knowledge influenced two interventions designed to improve comprehension. Reading Psychology, 14, 141–163. DOI logoGoogle Scholar
Todaro, S., Millis, K., & Dandotkar, S.
(2010) The impact of semantic and causal relatedness and reading skill on standards of coherence. Discourse Processes, 47, 421–446. DOI logoGoogle Scholar
Trabasso, T. & Secco, T. & van den Broek, P. W.
(1984) Causal cohesion and story coherence. In: H. Mandl, N. L. Stein, & T. Trabasso (Eds.), Learning and comprehension of text (pp. 83–111). Hillsdale, NJ: Lawrence Erlbaum Associates.Google Scholar
van den Broek, P. W.
(1994) Comprehension and memory of narrative texts: Inferences and coherence. In M. A. Gernsbacher (Ed.), Handbook of psycholinguistics (pp. 539–588). New York, NY: Academic Press.Google Scholar
(2010) Using texts in science education: Cognitive processes and knowledge representation. Science, 328, 453–456. DOI logoGoogle Scholar
van den Broek, P., Bohn-Gettler, C., Kendeou, P., Carlson, S., & White, M. J.
(2011) When a reader meets a text: The role of standards of coherence in reading comprehension. In M. McCrudden, J. Magliano, & G. Schraw (Eds.), Text relevance and learning from text (pp. 123–140). Greenwich, CT: Information Age Publishing.Google Scholar
van den Broek, P. & Espin, C. A.
(2012) Connecting cognitive theory and assessment: Measuring individual differences in reading comprehension. School Psychology Review, 41, 315–325.Google Scholar
van den Broek, P., Rapp, D. N., & Kendeou, P.
(2005) Integrating memory-based and constructionist processes in accounts of reading comprehension. Discourse Processes, 39, 299–316. DOI logoGoogle Scholar
van den Broek, P., Risden, K., & Husebye-Hartman, E.
(1995) The role of readers’ standards of coherence in the generation of inferences during reading. In R. F. Lorch, Jr., & E. J. O’Brien (Eds.), Sources of coherence in text comprehension (pp. 353–373). Hillsdale, NJ: Erlbaum.Google Scholar
van den Broek, P., White, M. J., Kendeou, P., & Carlson, S.
(2009) Reading between the lines: Developmental and individual differences in cognitive processes in reading comprehension. In R. K. Wagner, C. Schatschneider, & C. Phythian-Sence (Eds.), Beyond decoding: The behavioral and biological foundations of reading comprehension. (pp. 107–123). New York: Guilford.Google Scholar
Wharton-McDonald, R.
(2006) The need for increased comprehension instruction. In M. Pressley (Ed.), Reading instruction that works: The case for balanced teaching (3rd ed.) (pp. 293–346). New York: Guilford.Google Scholar
Winne, P. H., Graham, L., & Prock, L.
(1993) A model of poor readers text-based inferencing – Effects of explanatory feedback. Reading Research Quarterly, 28, 52–66. DOI logoGoogle Scholar
Yuill, N., & Joscelyne, P.
(1988) Effects of organizational cues and strategies on good and poor comprehenders’ story understanding. Journal of Educational Psychology, 80, 59–67. DOI logoGoogle Scholar
Yuill, N., & Oakhill, J.
(1988) Effects of inference awareness training on poor reading comprehension. Applied Cognitive Psychology, 2, 33–45. DOI logoGoogle Scholar
Cited by

Cited by 7 other publications

Alvarez, Laura, Sarah Capitelli, Guadalupe Valdés & Marguerite De Loney
2022. Toward an Integrated Practice: Facilitating Peer Interactions to Support Language Development in Science. The New Educator 18:1-2  pp. 110 ff. DOI logo
Butterfuss, Reese, Panayiota Kendeou, Kristen L. McMaster, Elly Orcutt & Okan Bulut
2022. Question Timing, Language Comprehension, and Executive Function in Inferencing. Scientific Studies of Reading 26:1  pp. 61 ff. DOI logo
Capitelli, Sarah, Laura Alvarez & Guadalupe Valdés
2022. Supporting Emergent Bilinguals' Reading in the Content Areas. The Reading Teacher 76:1  pp. 42 ff. DOI logo
Gruhn, Sophie, Eliane Segers, Jos Keuning & Ludo Verhoeven
2024. Understanding variation in children's reading comprehension: A dynamic approach. Journal of Computer Assisted Learning 40:2  pp. 876 ff. DOI logo
Kendeou, Panayiota, Kristen L. McMaster, Reese Butterfuss, Jasmine Kim, Britta Bresina & Kyle Wagner
2020. The Inferential Language Comprehension (iLC) Framework: Supporting Children's Comprehension of Visual Narratives. Topics in Cognitive Science 12:1  pp. 256 ff. DOI logo
McMaster, Kristen L., Panayiota Kendeou, Jasmine Kim & Reese Butterfuss
2024. Efficacy of a Technology-Based Early Language Comprehension Intervention: A Randomized Control Trial. Journal of Learning Disabilities 57:3  pp. 139 ff. DOI logo
van den Broek, Paul, Christine A. Espin, Kristen L. McMaster & Anne Helder
2017. Developing reading comprehension interventions. In Developmental Perspectives in Written Language and Literacy, DOI logo

This list is based on CrossRef data as of 13 june 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.