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Iris Monster, Agnes Tellings, William J. Burk, Jos Keuning, Eliane Segers & Ludo Verhoeven. (2022) Word Properties Predicting Children’s Word Recognition. Scientific Studies of Reading 26:5, pages 373-389.
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Paola Bonifacci & Valentina Tobia. (2017) The Simple View of Reading in Bilingual Language-Minority Children Acquiring a Highly Transparent Second Language. Scientific Studies of Reading 21:2, pages 109-119.
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Bettina Müller, Tobias Richter, Ana Križan, Teresa Hecht & Marco Ennemoser. (2016) How to Analyze Interpersonal and Individual Effects in Peer-Tutored Reading Intervention. The Journal of Experimental Education 84:4, pages 744-763.
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Articles from other publishers (54)
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Faye Antoniou, Asimina M. Ralli, Angeliki Mouzaki, Vassiliki Diamanti & Sofia Papaioannou. (2022) Logometro®: The psychometric properties of a norm-referenced digital battery for language assessment of Greek-speaking 4–7 years old children. Frontiers in Psychology 13.
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Lindsay N. Harris, Benjamin Creed, Charles A. Perfetti & Benjamin B. Rickles. (2022) The role of word knowledge in error detection: a challenge to the broken error monitor account of dyslexia. Annals of Dyslexia 72:2, pages 384-402.
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Anne-Mette Veber Nielsen, Hanne Trebbien Daugaard, Christoffer Scavenius & Holger Juul. (2022) Combining morphological and contextual strategy instruction to enhance word learning. International Journal of Educational Research 112, pages 101920.
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Emilie Dujardin, Jean Ecalle, Pauline Auphan, Christophe Gomes, Laurent Cros & Annie Magnan. (2021) Vocabulary Assessment With Tablets in Grade 1: Examining Effects of Individual and Contextual Factors and Psychometric Qualities. Frontiers in Education 6.
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Panagiotis Karageorgos, Tobias Richter, Maj-Britt Haffmans, Julia Schindler & Johannes Naumann. (2020) The role of word-recognition accuracy in the development of word-recognition speed and reading comprehension in primary school: A longitudinal examination. Cognitive Development 56, pages 100949.
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Yingyi Liu & Duo Liu. (2020) Morphological awareness and orthographic awareness link Chinese writing to reading comprehension. Reading and Writing 33:7, pages 1701-1720.
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Bettina Müller, Tobias Richter & Panagiotis Karageorgos. (2020) Syllable-based reading improvement: Effects on word reading and reading comprehension in Grade 2. Learning and Instruction 66, pages 101304.
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Lena Engelhardt, Johannes Naumann, Frank Goldhammer, Andreas Frey, S. Franziska C. Wenzel, Katja Hartig & Holger Horz. (2020) Convergent Evidence for the Validity of a Performance-Based ICT Skills Test. European Journal of Psychological Assessment 36:2, pages 269-279.
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Panagiotis Karageorgos, Bettina Müller & Tobias Richter. (2019) Modelling the relationship of accurate and fluent word recognition in primary school. Learning and Individual Differences 76, pages 101779.
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Pauline Auphan, Jean Ecalle & Annie Magnan. (2018) Computer-based assessment of reading ability and subtypes of readers with reading comprehension difficulties: a study in French children from G2 to G9. European Journal of Psychology of Education 34:3, pages 641-663.
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Megan O’Connor, Esther Geva & Poh Wee Koh. (2018) Examining Reading Comprehension Profiles of Grade 5 Monolinguals and English Language Learners Through the Lexical Quality Hypothesis Lens. Journal of Learning Disabilities 52:3, pages 232-246.
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Moniek M.H. Schaars, E. Segers & L. Verhoeven. (2019) Cognitive and linguistic precursors of early first and second language reading development. Learning and Individual Differences 72, pages 1-14.
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Ludo Verhoeven, Marinus Voeten & Anne Vermeer. (2019) Beyond the simple view of early first and second language reading: The impact of lexical quality. Journal of Neurolinguistics 50, pages 28-36.
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Amy C. Crosson, Margaret G. McKeown, Debra W. Moore & Feifei Ye. (2018) Extending the bounds of morphology instruction: teaching Latin roots facilitates academic word learning for English Learner adolescents. Reading and Writing 32:3, pages 689-727.
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Joshua Fahey Lawrence, Aste Mjelve Hagen, Jin Kyoung Hwang, Grace Lin & Arne Lervåg. (2018) Academic vocabulary and reading comprehension: exploring the relationships across measures of vocabulary knowledge. Reading and Writing 32:2, pages 285-306.
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Jana Jungjohann, Jeffrey M. DeVries, Andreas Mühling & Markus Gebhardt. (2018) Using Theory-Based Test Construction to Develop a New Curriculum-Based Measurement for Sentence Reading Comprehension. Frontiers in Education 3.
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Simon P. Tiffin-Richards & Sascha Schroeder. (2018) Verification of nonwords: The baseword frequency effect in children’s pseudohomophone reading. Psychonomic Bulletin & Review 25:6, pages 2289-2294.
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Margaret G. McKeown, Amy C. Crosson, Debra W. Moore & Isabel L. Beck. (2018) Word Knowledge and Comprehension Effects of an Academic Vocabulary Intervention for Middle School Students. American Educational Research Journal 55:3, pages 572-616.
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L. Pourcin & P. Colé. (2018) L’évaluation cognitive de la lecture au collège : synthèse des principaux outils de dépistage et de diagnostic des troubles spécifiques de la lecture et cognitifs associés. Psychologie Française 63:2, pages 105-128.
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Sabine S. Fesel, Eliane Segers & Ludo Verhoeven. (2018) Individual variation in children's reading comprehension across digital text types. Journal of Research in Reading 41:1, pages 106-121.
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Michele Poletti, Elisa Carretta, Laura Bonvicini & Paolo Giorgi-Rossi. (2016) Cognitive Clusters in Specific Learning Disorder. Journal of Learning Disabilities 51:1, pages 32-42.
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Nicole M. Swart, Marloes M. L. Muijselaar, Esther G. Steenbeek-Planting, Mienke Droop, Peter F. de Jong & L. Verhoeven. (2016) Differential lexical predictors of reading comprehension in fourth graders. Reading and Writing 30:3, pages 489-507.
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Johannes Naumann & Frank Goldhammer. (2017) Time-on-task effects in digital reading are non-linear and moderated by persons' skills and tasks' demands. Learning and Individual Differences 53, pages 1-16.
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Bettina Müller, Tobias Richter, Ana Križan, Teresa Hecht & Marco Ennemoser. (2015) Word recognition skills moderate the effectiveness of reading strategy training in Grade 2. Learning and Individual Differences 40, pages 55-62.
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