Citations (126)
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Nicola K. Currie & Kate Cain. (2023) Developmental differences in children’s generation of knowledge-based inferences. Discourse Processes 60:6, pages 440-456.
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Reese Butterfuss, 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, pages 61-78.
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Mercedes Spencer & Laurie E. Cutting. (2021) Relations among Executive Function, Decoding, and Reading Comprehension: An Investigation of Sex Differences. Discourse Processes 58:1, pages 42-59.
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Lucia Mason, Erika Borella, Irene-Anna N. Diakidoy, Reese Butterfuss, Panayiota Kendeou & Barbara Carretti. (2020) Learning From Refutation and Standard Expository Science Texts: The Contribution of Inhibitory Functions in Relation to Text Type. Discourse Processes 57:10, pages 921-939.
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Tin Q Nguyen, Stephanie N Del Tufo & Laurie E. Cutting. (2020) Readers Recruit Executive Functions to Self-Correct Miscues during Oral Reading Fluency. Scientific Studies of Reading 24:6, pages 462-483.
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Jane Oakhill. (2020) Four Decades of Research into Children’s Reading Comprehension: A Personal Review. Discourse Processes 57:5-6, pages 402-419.
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Mercedes Cabezas & Nuria Carriedo. (2020) Inhibitory control and temporal perception in cerebral palsy. Child Neuropsychology 26:3, pages 362-387.
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Young-Suk Grace Kim. (2017) Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER). Scientific Studies of Reading 21:4, pages 310-333.
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Ana Pérez, Holly S.S.L. Joseph, Teresa Bajo & Kate Nation. (2016) Evaluation and revision of inferential comprehension in narrative texts: an eye movement study. Language, Cognition and Neuroscience 31:4, pages 549-566.
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Marcia A. Barnes, Karla K. Stuebing, Jack M. Fletcher, Amy E. Barth & David J. Francis. (2016) Cognitive Difficulties in Struggling Comprehenders and Their Relation to Reading Comprehension: A Comparison of Group Selection and Regression-Based Models. Journal of Research on Educational Effectiveness 9:2, pages 153-172.
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Shinmin Wang & Susan E. Gathercole. (2015) Interference control in children with reading difficulties. Child Neuropsychology 21:4, pages 418-431.
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Freyja Birgisdóttir, Steinunn Gestsdóttir & Fanney Thorsdóttir. (2015) The Role of Behavioral Self-Regulation in Learning to Read: A 2-Year Longitudinal Study of Icelandic Preschool Children. Early Education and Development 26:5-6, pages 807-828.
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Gillian Francey & Kate Cain. (2015) Effect of Imagery Training on Children's Comprehension of Pronouns. The Journal of Educational Research 108:1, pages 1-9.
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S. Hélène Deacon, Michael J. Kieffer & Annie Laroche. (2014) The Relation Between Morphological Awareness and Reading Comprehension: Evidence From Mediation and Longitudinal Models. Scientific Studies of Reading 18:6, pages 432-451.
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C. Nikki Arrington, Paulina A. Kulesz, David J. Francis, Jack M. Fletcher & Marcia A. Barnes. (2014) The Contribution of Attentional Control and Working Memory to Reading Comprehension and Decoding. Scientific Studies of Reading 18:5, pages 325-346.
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Lisa Henderson, Margaret Snowling & Paula Clarke. (2013) Accessing, Integrating, and Inhibiting Word Meaning in Poor Comprehenders. Scientific Studies of Reading 17:3, pages 177-198.
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Paola Palladino & Marcella Ferrari. (2013) Interference control in working memory: Comparing groups of children with atypical development. Child Neuropsychology 19:1, pages 37-54.
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Anna Potocki, Jean Ecalle & Annie Magnan. (2013) Narrative Comprehension Skills in 5-Year-Old Children: Correlational Analysis and Comprehender Profiles. The Journal of Educational Research 106:1, pages 14-26.
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V. Oakhill & Kate Cain. (2012) The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study. Scientific Studies of Reading 16:2, pages 91-121.
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KellyB. Cartwright. (2012) Insights From Cognitive Neuroscience: The Importance of Executive Function for Early Reading Development and Education. Early Education and Development 23:1, pages 24-36.
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