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Bajo, Teresa, Ana Pérez and Laura Hansen. 2019. The nature of first and second language processing: The role of cognitive control and L2 proficiency during text-level comprehension. Bilingualism 22 (5) : 930–948.
Savage, Robert and Adriana Pace. 2019. Linguistic and reading comprehension in simultaneous dual language instruction: Evidence against unitary constructs. International Journal of Bilingualism 23 (1) : 118–134.
Vaish, Viniti. 2019. Translanguaging pedagogy for simultaneous biliterates struggling to read in English. The International Journal of Multilingualism 16 (3) : 286–301.
Wong, Yu Ka. 2019. Role of decoding competence in the Chinese reading comprehension development of ethnic minority students in Hong Kong. International Journal of Bilingual Education and Bilingualism 22 (8) : 1016–1029.
Mouzaki, Angeliki, Vassiliki Diamanti, Argyro Benaki, Asimina Ralli, Sophia Papaioannou, Athanassios Protopapas and Faye Antoniou. 2018. Development of early morphological awareness in Greek: Epilinguistic versus metalinguistic and inflectional versus derivational awareness. Applied Psycholinguistics 39 (3) : 545–567.
Viana de Freitas, Pedro, Márcia Maria Peruzzi Elia Da Mota and S. Hélène Deacon. 2018. Morphological awareness, word reading, and reading comprehension in Portuguese. Applied Psycholinguistics 39 (3) : 507–525.
Law, Jeremy M., Anneli Veispak and Pol Ghesquière. 2018. Morphological awareness and visual processing of derivational morphology in high-functioning adults with dyslexia: An avenue to compensation? Applied Psycholinguistics 39 (3) : 483–506.
Huang, Sha. 2018. A qualitative case study of CSL learners’ reading strategies. Chinese as a Second Language (漢語教學研究—美國中文教師學會學報) 53 (2) : 131–162.
McLean, Stuart. 2018. Evidence for the Adoption of the Flemma as an Appropriate Word Counting Unit. Applied Linguistics 39 (6) : 823–845.
Sover, Arie and Giohgah Nur El Din. 2018. The relation between teaching the Arabic language using humour and reading comprehension at primary school in the Arab sector in Israel. The European Journal of Humour Research 6 (3) : 94–108.
Schluer, Jennifer. 2018. Looking at and beyond the lexical surface in L2 reading comprehension: insights from a video-based study. Language Awareness 27 (1,2) : 113–135.
Schoonen, Rob and Tessa Spätgens. 2018. The semantic network, lexical access, and reading comprehension in monolingual and bilingual children: An individual differences study. Applied Psycholinguistics 39 (1) : 225–256.
Vaknin-Nusbaum, Vered. 2018. Morphological awareness and reading abilities in second- and third-grade Hebrew readers. Applied Psycholinguistics 39 (5) : 989–1009.
Ruiz de Zarobe, Yolanda and Victoria Zenotz. 2018. Learning strategies in CLIL classrooms: how does strategy instruction affect reading competence over time? International Journal of Bilingual Education and Bilingualism 21 (3) : 319–333.
León, José A. and Inmaculada Escudero, eds. 2017. Reading Comprehension in Educational Settings. (Studies in Written Language and Literacy 16). John Benjamins.
Lester, Jessica N. and Rachael Gabriel. 2017. Regulating readers' bodies: a discourse analysis of teachers' body talk. Discourse 38 (5) : 688–700.
Hellerstein-Yehezkel, Devora. 2017. The path to reading comprehension through intercultural competence in the multicultural EFL classroom. Language and Intercultural Communication 17 (3) : 232–343.
Afsharrad, Mohammad and Aram Reza Sadeghi Benis. 2017. Differences between monolinguals and bilinguals/males and females in English reading comprehension and reading strategy use. International Journal of Bilingual Education and Bilingualism 20 (1) : 34–51.
Zhang, Dongbo. 2017. Derivational Morphology in Reading Comprehension of Chinese-speaking Learners of English: A Longitudinal Structural Equation Modeling Study. Applied Linguistics 38 (6) : 871–895.
Broek, Paul van den, Marcella Pavias, Marian Hickendorff, Linda van Leijenhorst and Katinka Beker. 2016. Effects of Social-Cognitive Processing Demands and Structural Importance on Narrative Recall: Differences Between Children, Adolescents, and Adults. Discourse Processes 53 (5,6) : 488–512.
Boakye, Naomi. 2016. The efficacy of socio-affective teaching strategies in a reading intervention: Students’ views and opinions. Language Matters: Studies in the Languages of Africa 47 (3) : 393–414.
Burkett, Candice. 2016. “Getting the Point” of Literature: Relations Between Processing and Interpretation. Discourse Processes 53 (5,6) : 457–487.
Cook, Anne E. and Edward J. O'Brien. 2016. Coherence Threshold and the Continuity of Processing: The RI-Val Model of Comprehension. Discourse Processes 53 (5,6) : 326–338.
Ender, Andrea. 2016. Implicit and Explicit Cognitive Processes in Incidental Vocabulary Acquisition. Applied Linguistics 37 (4) : 536–560.
Slabakova, Roumyana, Jennifer Cabrelli Amaro and Sang Kyun Kang. 2016. Regular and Novel Metonymy: Can You Curl up with a Good Agatha Christie in Your Second Language? Applied Linguistics 37 (2) : 175–197.