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Reading Psychology Volume 42, 2021 - Issue 3
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Research Article

Improving Children’s Reading Comprehension by Teaching Inferences

Alta McDonalda Brigham Young University, Teacher Education Department of Teacher Education, Provo, Utah, USA
,
Timothy G. Morrisonb Brigham Young University, Teacher Education, Provo, Utah, USACorrespondence[email protected], [email protected]
ORCID Iconhttps://orcid.org/0000-0001-7598-3345
ORCID Icon,
Brad Wilcoxa Brigham Young University, Teacher Education Department of Teacher Education, Provo, Utah, USA
&
Monica T Billenc Department of Literacy, Early, Bilingual & Special Education, California State University Fresno, Fresno, California, USA
Pages 264-280 | Received 15 Jun 2020, Accepted 12 Oct 2020, Published online: 19 Feb 2021

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Read on this site (2)

John Z. Strong. (2023) Investigating the Effects and Social Validity of an Informational Text Structure Intervention for Reading and Writing in Grades Four and Five. Reading Psychology 44:7, pages 820-852.
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Timothy G. Morrison, Brad Wilcox, Richard R. Sudweeks, Lauren Bird, Erica Murdoch, Hannah Bursey & McKenzie Helvey. (2022) Assessment of Inference Types (AIT): A New Test for Measuring How Well Students Make Inferences. Reading Psychology 43:5-6, pages 293-316.
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Articles from other publishers (1)

Huizi Li. (2021) Piano Education of Children Using Musical Instrument Recognition and Deep Learning Technologies Under the Educational Psychology. Frontiers in Psychology 12.
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