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Valentina A. Contesse, Talia Campese, Rachel Kaplan, D’Annette Mullen, Danielle L. Pico, Nicholas A. Gage & Holly B. Lane. (2021) The Effects of an Intensive Summer Literacy Intervention on Reader Development. Reading & Writing Quarterly 37:3, pages 221-239.
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Evelyn S. Johnson, Laura A. Moylan, Angela Crawford & Yuzhu Zheng. (2019) Developing a Comprehension Instruction Observation Rubric for Special Education Teachers. Reading & Writing Quarterly 35:2, pages 118-136.
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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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Marissa J. Filderman, Christy R. Austin, Alexis N. Boucher, Katherine O’Donnell & Elizabeth A. Swanson. (2021) A Meta-Analysis of the Effects of Reading Comprehension Interventions on the Reading Comprehension Outcomes of Struggling Readers in Third Through 12th Grades. Exceptional Children 88:2, pages 163-184.
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Erin K. Washburn, Sherri Abdullah & Candace A. Mulcahy. (2021) Effects of a Paraphrasing Strategy on the Text Comprehension of Fourth-Grade Striving Readers. The Elementary School Journal 121:4, pages 586-608.
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Huan Liu. (2020) Does questioning strategy facilitate second language (L2) reading comprehension? The effects of comprehension measures and insights from reader perception. Journal of Research in Reading 44:2, pages 339-359.
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Maren Aukerman & Lorien Chambers Schuldt. (2021) What Matters Most? Toward a Robust and Socially Just Science of Reading. Reading Research Quarterly 56:S1.
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Osman Umarji, Stephanie Day, Ying Xu, Elham Zargar, Renzhe Yu & Carol Connor. (2020) Opening the black box: user-log analyses of children’s e-Book reading and associations with word knowledge. Reading and Writing 34:3, pages 627-657.
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Menahem Yeari & Anat Lavie. (2021) The Role of Surface Text Processing in Centrality Deficit and Poor Text Comprehension of Adolescents with Attention Deficit Hyperactivity Disorder: A Think‐Aloud Study. Learning Disabilities Research & Practice 36:1, pages 40-55.
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Pınar KANIK UYSAL. (2021) Akıcı Okuma, Okuduğunu Anlama ve Kelime Hazinesinin Geliştirilmesinde Kullanılan Bir Yöntem: Okuma TiyatrosuA Method Used to Develop Reading Fluency, Reading Comprehension and Vocabulary: Readers Theater. Ana Dili Eğitimi Dergisi 9:1, pages 76-93.
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Amélie Rogiers, Emmelien Merchie & Hilde Van Keer. (2021) Illuminating learning from informative texts in secondary education: A switching replication design study. Contemporary Educational Psychology 64, pages 101946.
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Rod D. Roscoe, Stephanie McNicol, K. Raghav Bhat & Scotty D. Craig. (2021) A Heuristic Evaluative Framework for Self-Regulated Learning Design. Proceedings of the Human Factors and Ergonomics Society Annual Meeting 64:1, pages 1775-1779.
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Paul Deane. (2020) Building and Justifying Interpretations of Texts: A Key Practice in the English Language Arts. ETS Research Report Series 2020:1, pages 1-53.
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Lionel Di Marco, Jean Breton, Donald K. Martin, Patrice Morand & Pierre Gillois. (2020) Freedom of Master's Degree Students to Study in Health Curricula: Switching to Optimized Blended Learning as a Solution!. Yearbook of Medical Informatics 29:01, pages 247-252.
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Elissavet Chlapana. (2016) An intervention programme for enhancing kindergarteners' cognitive engagement and comprehension skills through reading informational texts. Literacy 50:3, pages 125-132.
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