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Bridget Kelly, Amie O’Donoghue, Sarah Parvanta, Vanessa Boudewyns, Oluwamurewa Oguntimein, Carla Bann, Sue West, Janice Tzeng, Caroline Chandler, Gabriel Madson & Lauren McCormack. (2022) Effects of additional context information in prescription drug information sheets on comprehension and risk and efficacy perceptions. Journal of Pharmaceutical Policy and Practice 15:1.
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Smail Layes, Robert Lalonde & Mohamed Rebai. (2021) Reading-related abilities underlying phonological awareness: a cross-sectional study in children with and without dyslexia. Logopedics Phoniatrics Vocology 46:3, pages 110-117.
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Patrick L. Smith, Leilani B. Goodmon, Jordan R. Howard, Rebekah Hancock, Kylie A. Hartzell & Sarah E. Hilbert. (2021) Graphic novelisation effects on recognition abilities in students with dyslexia. Journal of Graphic Novels and Comics 12:2, pages 127-144.
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İlhan İlter. (2019) The Efficacy of Context Clue Strategy Instruction on Middle Grades Students’ Vocabulary Development. RMLE Online 42:1, pages 1-15.
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Tina L. Heafner, Nicholas Triplett, Laura Handler & Dixie Massey. (2018) Situated Word Learning: Words of the Year (WsOY) and Social Studies Inquiry. Theory & Research in Social Education 46:1, pages 110-148.
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Randy Lowell & Robin K. Morris. (2017) Impact of contextual constraint on vocabulary acquisition in reading. Journal of Cognitive Psychology 29:5, pages 551-569.
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Susan J. Parault Dowds, Heather Rogers Haverback & Meghan M. Parkinson. (2016) Classifying the Context Clues in Children's Text. The Journal of Experimental Education 84:1, pages 1-22.
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Joneen Lowman. (2014) Exploring the Use of Podcasts and Vodcasts: Multimedia Tools for Word Learning. Computers in the Schools 31:4, pages 251-270.
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Judy Clegg. (2014) Curriculum vocabulary learning intervention for children with social, emotional and behavioural difficulties (SEBD): findings from a case study series. Emotional and Behavioural Difficulties 19:1, pages 106-127.
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Angela Hairrell, William Rupley & Deborah Simmons. (2011) The State of Vocabulary Research. Literacy Research and Instruction 50:4, pages 253-271.
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Elena Florit, Maja Roch & M. Chiara Levorato. (2011) Listening Text Comprehension of Explicit and Implicit Information in Preschoolers: The Role of Verbal and Inferential Skills. Discourse Processes 48:2, pages 119-138.
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Rogayah A. Razak, Charles L. Madison, Yee Kuan Siow & Mohd. Azmarul A. Aziz. (2010) Preliminary Content Validity and Reliability of a Newly Developed Malay Preschool Language Assessment Tool. Asia Pacific Journal of Speech, Language and Hearing 13:4, pages 217-234.
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Ian Marks & Stephanie F. Stokes. (2010) Narrative-based intervention for word-finding difficulties: a case study. International Journal of Language & Communication Disorders 45:5, pages 586-599.
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Sara C. Steele & Ruth V. Watkins. (2010) Learning word meanings during reading by children with language learning disability and typically-developing peers. Clinical Linguistics & Phonetics 24:7, pages 520-539.
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Joshua
Fahey Lawrence. (2009) Summer Reading: Predicting Adolescent Word Learning from Aptitude, Time Spent Reading, and Text Type. Reading Psychology 30:5, pages 445-465.
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Ruth Cigman, Jacqueline Gaile & Jenny O'Neill. (2009) Book Reviews. European Journal of Special Needs Education 24:2, pages 221-228.
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AmyM. Elleman, EndiaJ. Lindo, Paul Morphy & DonaldL. Compton. (2009) The Impact of Vocabulary Instruction on Passage-Level Comprehension of School-Age Children: A Meta-Analysis. Journal of Research on Educational Effectiveness 2:1, pages 1-44.
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