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Reading Psychology Volume 36, 2015 - Issue 6
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Original Articles

Examining Associations Between Reading Motivation and Inference Generation Beyond Reading Comprehension Skill

Virginia ClintonUniversity of North Dakota, Grand Forks, North DakotaCorrespondence[email protected]
Pages 473-498 | Published online: 23 Feb 2015

Citations (17)

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Read on this site (3)

Virginia Clinton-Lisell. (2022) Reading medium and interest: effects and interactions. Educational Psychology 42:2, pages 142-162.
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Virginia Clinton & Candace Walkington. (2019) Interest-enhancing approaches to mathematics curriculum design: Illustrations and personalization. The Journal of Educational Research 112:4, pages 495-511.
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Christian Tarchi. (2017) Comprehending Expository Texts: The Role of Cognitive and Motivational Factors. Reading Psychology 38:2, pages 154-181.
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Articles from other publishers (14)

Mabel Urrutia, Sandra Mariángel, Esteban J. Pino, Pamela Guevara, Karina Torres-Ocampo, Maria Troncoso-Seguel, Claudio Bustos & Hipólito Marrero. (2024) Impact of Affective and Cognitive Variables on University Student Reading Comprehension. Education Sciences 14:6, pages 554.
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Karyn P. Higgs, Alecia M. Santuzzi, Cody Gibson, Ryan D. Kopatich, Daniel P. Feller & Joseph P. Magliano. (2023) Relationships between task awareness, comprehension strategies, and literacy outcomes. Frontiers in Psychology 14.
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Alexander Soemer, Christian Gericke & Ulrich Schiefele. (2023) Does mind wandering mediate the effects of habitual reading motivation on comprehension?. Learning and Instruction 83, pages 101693.
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Margaux Genucchi, Alain Content & Fabienne Chetail. (2022) L’importance de la motivation à lire dans la compréhension en lecture chez les adolescents : le roman graphique, un outil prometteur ?. L’Année psychologique Vol. 122:4, pages 643-685.
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Gilberto Gauche & Eileen Pfeiffer Flores. (2021) The role of inferences in reading comprehension: A critical analysis. Theory & Psychology 32:2, pages 326-343.
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Sunday Bolade. (2021) Psycho-Cognitive Model of Knowledge Creation Theory. Journal of Information & Knowledge Management 21:01.
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Stephen M. Tonks, Joseph P. Magliano, John Schwartz & Ryan D. Kopatich. (2021) How situational competence beliefs and task value relate to inference strategies and comprehension during reading. Learning and Individual Differences 90, pages 102036.
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Jennifer G. Cromley, Andrea J. Kunze & Aygül Parpucu Dane. (2021) Multi-text multi-modal reading processes and comprehension. Learning and Instruction 71, pages 101413.
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Özen Odağ & Margrit Schreier. 2020. Handbuch Qualitative Forschung in der Psychologie. Handbuch Qualitative Forschung in der Psychologie 1 17 .
Özen Odağ & Margrit Schreier. 2020. Handbuch Qualitative Forschung in der Psychologie. Handbuch Qualitative Forschung in der Psychologie 461 477 .
Angela Hayden, Elizabeth P. Lorch, Richard Milich, Cristina Cosoreanu & Jessica Van Neste. (2018) Predictive inference generation and story comprehension among children with ADHD: Is making predictions helpful?. Contemporary Educational Psychology 53, pages 123-134.
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Özen Odağ & Margrit Schreier. 2017. Handbuch Qualitative Forschung in der Psychologie. Handbuch Qualitative Forschung in der Psychologie 1 16 .
Janne Lepola, Julie Lynch, Noona Kiuru, Eero Laakkonen & Pekka Niemi. (2016) Early Oral Language Comprehension, Task Orientation, and Foundational Reading Skills as Predictors of Grade 3 Reading Comprehension. Reading Research Quarterly 51:4, pages 373-390.
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Virginia Clinton, Sarah E. Carlson & Ben Seipel. (2015) Linguistic Markers of Inference Generation While Reading. Journal of Psycholinguistic Research 45:3, pages 553-574.
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