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Lena Hildenbrand & Jennifer Wiley. (2023) Working memory capacity as a predictor of multiple text comprehension. Discourse Processes 60:4-5, pages 378-396.
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Anna E. Mason, Jason L. G. Braasch, Daphne Greenberg, Erica D. Kessler, Laura K. Allen & Danielle S. McNamara. (2023) Comprehending Multiple Controversial Texts about Childhood Vaccinations: Topic Beliefs and Integration Instructions. Reading Psychology 44:4, pages 436-462.
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Rena Helms-Park, Maria Claudia Petrescu, Mihaela Pirvulescu & Vedran Dronjic. (2022) Canadian-born trilingual children’s narrative skills in their heritage language and Canada’s official languages. International Journal of Multilingualism 0:0, pages 1-25.
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Liping Li, Danli Zhu & Xinchun Wu. (2021) The Effects of Vocabulary Breadth and Depth on Reading Comprehension in Middle Childhood: The Mediator Role of Listening Comprehension. Reading & Writing Quarterly 37:4, pages 336-347.
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Bruna Fernanda Tolentino Moreira, Tatiana Salazar da Silva Pinto, Francis R. R. Justi & Antônio Jaeger. (2019) Retrieval practice improves learning in children with diverse visual word recognition skills. Memory 27:10, pages 1423-1437.
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Clinton L. Johns, Andrew A. Jahn, Hannah R. Jones, Dave Kush, Peter J. Molfese, Julie A. Van Dyke, James S. Magnuson, Whitney Tabor, W. Einar Mencl, Donald P. Shankweiler & David Braze. (2018) Individual differences in decoding skill, print exposure, and cortical structure in young adults. Language, Cognition and Neuroscience 33:10, pages 1275-1295.
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Paul E. Engelhardt, Joel T. Nigg & Fernanda Ferreira. (2017) Executive function and intelligence in the resolution of temporary syntactic ambiguity: an individual differences investigation. The Quarterly Journal of Experimental Psychology 70:7, pages 1263-1281.
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Melissa Fogarty, Nathan Clemens, Deborah Simmons, Leah Anderson, John Davis, Ashley Smith, Huan Wang, Oi-man Kwok, Leslie E. Simmons & Eric Oslund. (2017) Impact of a Technology-Mediated Reading Intervention on Adolescents' Reading Comprehension. Journal of Research on Educational Effectiveness 10:2, pages 326-353.
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Elizabeth Swanson, Jeanne Wanzek, Lisa McCulley, Stephanie Stillman-Spisak, Sharon Vaughn, Deborah Simmons, Melissa Fogarty & Angela Hairrell. (2016) Literacy and Text Reading in Middle and High School Social Studies and English Language Arts Classrooms. Reading & Writing Quarterly 32:3, pages 199-222.
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John Pryor, Kwame Akyeampong, Jo Westbrook & Kattie Lussier. (2012) Rethinking teacher preparation and professional development in Africa: an analysis of the curriculum of teacher education in the teaching of early reading and mathematics. The Curriculum Journal 23:4, pages 409-502.
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Young-Suk Kim. (2011) Proximal and Distal Predictors of Reading Comprehension: Evidence from Young Korean Readers. Scientific Studies of Reading 15:2, pages 167-190.
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Ingjerd Høien‐Tengesdal. (2010) Is the Simple View of Reading too Simple?. Scandinavian Journal of Educational Research 54:5, pages 451-469.
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Athanassios Protopapas, GeorgiosD. Sideridis, Angeliki Mouzaki & PanagiotisG. Simos. (2007) Development of Lexical Mediation in the Relation Between Reading Comprehension and Word Reading Skills in Greek. Scientific Studies of Reading 11:3, pages 165-197.
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María Valcárcel Jiménez, Astrid Wirth, Efsun Birtwistle & Frank Niklas. (2023) The home literacy environment and television exposure as mediators between migration background and preschool children’s linguistic abilities. Reading and Writing.
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Harun ÇİFTCİ & Şevki KÖMÜR. (2023) The effect of “Short-Circuit” L1 use of pre-reading activities on L2 reading comprehension and focus-on-vocabulary learning. International Journal of Social Sciences and Education Research, pages 120-131.
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Alexandra List & Chang-Jen Lin. (2023) Content and quantity of highlights and annotations predict learning from multiple digital texts. Computers & Education 199, pages 104791.
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Sunyoung Kim & Dongsun Yim. (2022) The Effect of Vocabulary Intervention Based on a Semantic Network on Vocabulary Learning in Children with Language Delay. Communication Sciences & Disorders 27:4, pages 743-757.
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