Citations (49)
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Eunsoo Cho, Unhee Ju, Eun Ha Kim, Minhye Lee, Garam Lee & Donald L. Compton. (2023) Relations Among Motivation, Executive Functions, and Reading Comprehension: Do They Differ for Students With and Without Reading Difficulties?. Scientific Studies of Reading 27:4, pages 289-310.
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Saeed S. Alqahtani. (2023) Ipad Text-to-Speech and Repeated Reading to Improve Reading Comprehension for Students with SLD. Reading & Writing Quarterly 39:1, pages 1-15.
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Melissa F. Robinson & Elizabeth B. Meisinger. (2022) The Relation Among Phonological Processing, Oral and Silent Reading Fluency, and Reading Comprehension for Students with Dyslexia: A Longitudinal Investigation. Reading & Writing Quarterly 38:5, pages 436-453.
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Mu-Hsuan Chou. (2022) Using literature circles to teach graded readers in English: an investigation into reading performance and strategy use. Innovation in Language Learning and Teaching 16:2, pages 144-163.
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Riitta Virinkoski, Marja-Kristiina Lerkkanen, Kenneth Eklund & Mikko Aro. (2022) Special Education Teachers’ Identification of Students’ Reading Difficulties in Grade 6. Scandinavian Journal of Educational Research 66:1, pages 59-72.
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Brittany Marshall & Carl Myers. (2021) Does Embedding Restricted Interests of Students with Autism in Text Improve Reading Comprehension?. Developmental Neurorehabilitation 24:5, pages 347-354.
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Laura Beth Kelly. (2019) Expository text difficulty for elementary emerging bilingual students: Does it matter?. The Journal of Educational Research 112:4, pages 512-527.
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Eun Young Kang & Mikyung Shin. (2019) The Contributions of Reading Fluency and Decoding to Reading Comprehension for Struggling Readers in Fourth Grade. Reading & Writing Quarterly 35:3, pages 179-192.
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Carmen Álvarez- Álvarez. (2019) A Qualitative Study on Book Clubs and Dialogic Literary Gatherings in Spain and Brazil. Public Library Quarterly 38:1, pages 72-84.
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Melissa S. Fogarty, John L. Davis, Leah L. Anderson & Ahmarlay Myint. (2017) Using Relevance Prompts: An Exploratory Study to Promote Eighth Graders’ Comprehension and Retelling of Narrative Text. Literacy Research and Instruction 56:1, pages 54-67.
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Carmen Álvarez-Álvarez. (2016) Book clubs: an ethnographic study of an innovative reading practice in Spain. Studies in Continuing Education 38:2, pages 228-242.
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Alexandre de Pontes Nobre & Jerusa Fumagalli de Salles. (2016) Lexical-semantic processing and reading: relations between semantic priming, visual word recognition and reading comprehension. Educational Psychology 36:4, pages 753-770.
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Deborah K. Reed & Sarah Kershaw-Herrera. (2016) An Examination of Text Complexity as Characterized by Readability and Cohesion. The Journal of Experimental Education 84:1, pages 75-97.
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Deborah K. Reed. (2015) Middle Level Teachers’ Perceptions of Interim Reading Assessments: An Exploratory Study of Data-based Decision Making. RMLE Online 38:6, pages 1-13.
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Edward S. Shapiro, Nanette S. Fritschmann, Lisa B. Thomas, Cheyenne L. Hughes & James McDougal. (2014) Concurrent and Predictive Validity of Reading Retell as a Brief Measure of Reading Comprehension for Narrative Text. Reading Psychology 35:7, pages 644-665.
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Marie-Soleil Arcand, Eric Dion, Léonie Lemire-Théberge, Marie-Hélène Guay, Anne Barrette, Vickie Gagnon, Pier-Olivier Caron & Douglas Fuchs. (2014) Segmenting Texts Into Meaningful Word Groups: Beginning Readers’ Prosody and Comprehension. Scientific Studies of Reading 18:3, pages 208-223.
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Articles from other publishers (33)
Carlin Conner, Jill H. Allor, Jennifer Stewart, Devin M. Kearns & Amy Gillespie Rouse. (2022) A Synthesis of Reading Comprehension Interventions and Measures for Students with Autism Spectrum Disorder and Intensive Support Needs. Review Journal of Autism and Developmental Disorders 10:4, pages 712-728.
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Daniel E. Conine, Lisa A. Guerrero, Erica Jones-Thomas, Sarah E. Frampton, Timothy R. Vollmer & Tina Smith-Bonahue. (2023) Verbal Behavior Analysis of Teaching Story Recall to Children with Autism: A Replication and Extension. The Analysis of Verbal Behavior 39:1, pages 118-145.
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Peng Peng, Wei Wang, Marissa J. Filderman, Wenxiu Zhang & Lifeng Lin. (2023) The Active Ingredient in Reading Comprehension Strategy Intervention for Struggling Readers: A Bayesian Network Meta-analysis. Review of Educational Research, pages 003465432311713.
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Ute SchönpflugUte Schönpflug. 2023. Multilingual Text Comprehension. Multilingual Text Comprehension
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İrem DEMİRBAŞ & Ayfer ŞAHİN. (2022) The Effect of Digital Stories on Primary School Students' Listening Comprehension Skills. Participatory Educational Research 9:6, pages 380-397.
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Trina D. Spencer & Chelsea Pierce. (2022) Classroom‐based Oral Storytelling: Reading, Writing, and Social Benefits. The Reading Teacher.
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Socorro García-Alvarado, María Guadalupe Arreguín & José Agustín Ruiz-Escalante. (2020) Mexican-American preschoolers as co-creators of zones of proximal development during retellings of culturally relevant stories: A participatory study. Journal of Early Childhood Literacy 22:2, pages 232-253.
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Alyson A. Collins, Esther R. Lindström & Micheal Sandbank. (2021) The influence of language knowledge and test components on reading comprehension scores. Annals of Dyslexia 71:2, pages 238-259.
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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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Nathan H. Clemens, Yu-Yu Hsiao, Kejin Lee, Amanda Martinez-Lincoln, Clinton Moore, Jessica Toste & Leslie Simmons. (2020) The Differential Importance of Component Skills on Reading Comprehension Test Performance Among Struggling Adolescent Readers. Journal of Learning Disabilities 54:3, pages 155-169.
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Yucheng Cao & Young-Suk Grace Kim. (2021) Is retell a valid measure of reading comprehension?. Educational Research Review 32, pages 100375.
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Satoshi ITO. (2021) The Effects of Retelling on Reading Comprehension: Focusing on Different Levels of Comprehension and Non-Textual Information in Retelling Protocols. JLTA Journal 24:0, pages 23-42.
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Marifa Salceda, Ana Vidu, Adriana Aubert & Esther Roca. (2020) Dialogic Feminist Gatherings: Impact of the Preventive Socialization of Gender-Based Violence on Adolescent Girls in Out-of-Home Care. Social Sciences 9:8, pages 138.
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Saeed S. Alqahtani. (2020) iPad and repeated reading to improve reading comprehension for young adults with intellectual disability. Research in Developmental Disabilities 103, pages 103703.
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Alyson A. Collins, Donald L. Compton, Esther R. Lindström & Jennifer K. Gilbert. (2019) Performance variations across reading comprehension assessments: Examining the unique contributions of text, activity, and reader. Reading and Writing 33:3, pages 605-634.
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Laura Beth Kelly. (2019) How Hard Should the Books Be in Small‐Group Reading? It Depends. The Reading Teacher 73:2, pages 173-183.
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Mustafa Kocaarslan. (2019) The effects of reading rate, accuracy and prosody on second grade students’ oral retelling. Acta Psychologica 197, pages 86-93.
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Melissa F. Robinson, Elizabeth B. Meisinger & Rachel E. Joyner. (2018) The Influence of Oral Versus Silent Reading on Reading Comprehension in Students With Reading Disabilities. Learning Disability Quarterly 42:2, pages 105-116.
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Wenjuan Qin, Helen C. Kingston & James S. Kim. (2018) What does retelling ‘tell’ about children’s reading proficiency?. First Language 39:2, pages 177-199.
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Beatriz Meira Rebello, Giovanna Lima dos Santos, Clara Regina Brandão de Ávila & Adriana de Souza Batista Kida. (2019) Efeito da simplificação sintática sobre a compreensão de leitura de crianças do ensino fundamental. Audiology - Communication Research 24.
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Priya Kucheria, McKay Moore Sohlberg, HyeonJin Yoon, Stephen Fickas & Jason Prideaux. (2018) Read, Understand, Learn, & Excel (RULE): Development and Feasibility of a Reading Comprehension Measure for Postsecondary Learners. American Journal of Speech-Language Pathology 27:4, pages 1363-1374.
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Alyson A. Collins, Esther R. Lindström & Donald L. Compton. (2017) Comparing Students With and Without Reading Difficulties on Reading Comprehension Assessments: A Meta-Analysis. Journal of Learning Disabilities 51:2, pages 108-123.
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Douglas B. Petersen & Arlee Stoddard. (2018) Psychometric Requirements of Oral and Written Language Progress Monitoring Assessments. Perspectives of the ASHA Special Interest Groups 3:1, pages 180-197.
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Jordan Shurr & Teresa Taber-Doughty. (2016) The Picture Plus Discussion Intervention: Text Access for High School Students with Moderate Intellectual Disability. Focus on Autism and Other Developmental Disabilities 32:3, pages 198-208.
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Adriana de S. B. Kida, Clara R. B. de Ávila & Simone A. Capellini. (2016) Reading Comprehension Assessment through Retelling: Performance Profiles of Children with Dyslexia and Language-Based Learning Disability. Frontiers in Psychology 7.
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Lauren Capotosto & James S. Kim. (2016) Literacy discussions in low-income families: The effect of parent questions on fourth graders’ retellings. First Language 36:1, pages 50-70.
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Adriana de Souza Batista Kida, Clara Regina Brandão de Ávila & Simone Aparecida Capellini. (2015) Marcadores sintáticos no reconto oral de escolares disléxicos. CoDAS 27:6, pages 557-564.
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Adriana de Souza Batista KIDA, Gabriela Juliane BUENO, Vânia Lúcia Costa de Carvalho LIMA, Suelen Graton ROSSI, Pablo Felicio NEPOMUCENO, Mariana de Moraes Maldonado MARTIN & Clara Regina Brandão de ÁVILA. (2015) Influência da modalidade de reconto na avaliação do desempenho de escolares em compreensão leitora. Estudos de Psicologia (Campinas) 32:4, pages 605-615.
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Catherine Roux, Eric Dion, Anne Barrette, Véronique Dupéré & Douglas Fuchs. (2014) Efficacy of an Intervention to Enhance Reading Comprehension of Students With High-Functioning Autism Spectrum Disorder. Remedial and Special Education 36:3, pages 131-142.
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Young-Suk Grace Kim, Cheahyung Park & Younghee Park. (2015) Dimensions of discourse level oral language skills and their relation to reading comprehension and written composition: an exploratory study. Reading and Writing 28:5, pages 633-654.
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Kristen L. McMaster, Paul van den Broek, Christine A. Espin, Viveca Pinto, Bonita Janda, Elizabeth Lam, Hui-Chen Hsu, Pyung-Gang Jung, Amy Bethel Leinen & Martin van Boekel. (2015) Developing a reading comprehension intervention: Translating cognitive theory to educational practice. Contemporary Educational Psychology 40, pages 28-40.
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Mackenzie E. SavaianoDeborah D. Hatton. (2019) Using Repeated Reading to Improve Reading Speed and Comprehension in Students with Visual Impairments. Journal of Visual Impairment & Blindness 107:2, pages 93-106.
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