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Minkyung Cho, Young-Suk Grace Kim & Jiali Wang. (2023) Perspective taking and language features in secondary students’ text-based analytical writing. Scientific Studies of Reading 27:3, pages 199-214.
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Helena Silva, José Lopes, Gonçalo Cruz, Caroline Dominguez & Eva Morais. (2023) Does university attendance affect students’ critical and creative thinking skills? A longitudinal research with pre-service teaching and psychology undergraduates. Higher Education Research & Development 42:2, pages 442-452.
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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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Andrea Khalfaoui-Larrañaga, Pilar Alvarez, Prudencia Gutiérrez-Esteban & Ramón Flecha. (2021) “I Also Like it that People Care about Me.” Children’s Dialogues on Values, Emotions and Feelings in Dialogic Literary Gatherings. Journal of Language, Identity & Education 0:0, pages 1-15.
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Ha Yeon Kim, Lisa B. Hsin & Catherine E. Snow. (2021) Reducing academic inequalities for English language learners: Variation in experimental effects of Word Generation in high-poverty schools. International Journal of Bilingual Education and Bilingualism 24:7, pages 1024-1042.
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Dilek Altun. (2020) Preschoolers’ pro-environmental orientations and theory of mind: ecocentrism and anthropocentrism in ecological dilemmas. Early Child Development and Care 190:11, pages 1820-1832.
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Daniel P. Feller, Joseph Magliano, John Sabatini, Tenaha O’Reilly & Ryan D. Kopatich. (2020) Relations Between Component Reading Skills, Inferences, and Comprehension Performance in Community College Readers. Discourse Processes 57:5-6, pages 473-490.
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John Sabatini, Tenaha O’Reilly, Jonathan Weeks & Zuowei Wang. (2020) Engineering a Twenty-First Century Reading Comprehension Assessment System Utilizing Scenario-Based Assessment Techniques. International Journal of Testing 20:1, pages 1-23.
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Tenaha O’reilly, John Sabatini & Zuowei Wang. (2019) What You Don’t Know Won’t Hurt You, Unless You Don’t Know You’re Wrong. Reading Psychology 40:7, pages 638-677.
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Veslem⊘y Rydland & Vibeke Gr⊘ver. (2019) Argumentative peer discussions following individual reading increase comprehension. Language and Education 33:4, pages 379-394.
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Stephanie M. Jones, Maria LaRusso, James Kim, Ha Yeon Kim, Robert Selman, Paola Uccelli, Sophie P. Barnes, Suzanne Donovan & Catherine Snow. (2019) Experimental Effects of Word Generation on Vocabulary, Academic Language, Perspective Taking, and Reading Comprehension in High-Poverty Schools. Journal of Research on Educational Effectiveness 12:3, pages 448-483.
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Tenaha O’Reilly, Dr Gary Feng, Dr John Sabatini, Dr Zuowei Wang & Dr Joanna Gorin. (2018) How do people read the passages during a reading comprehension test? The effect of reading purpose on text processing behavior. Educational Assessment 23:4, pages 277-295.
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Kathryn S. McCarthy, Tricia A. Guerrero, Kevin M. Kent, Laura K. Allen, Danielle S. McNamara, Szu-Fu Chao, Jonathan Steinberg, Tenaha O’Reilly & John Sabatini. (2018) Comprehension in a Scenario-Based Assessment: Domain and Topic-Specific Background Knowledge. Discourse Processes 55:5-6, pages 510-524.
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Alisa Leckie & Amanda Wall. (2017) Language for Science: Preservice Teachers Develop Science Concepts Through Language Study. Journal of Science Teacher Education 28:5, pages 468-484.
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Vibeke Grøver, Catherine E. Snow, Leigh Evans & Hilde Strømme. (2023) Overlooked advantages of interactive book reading in early childhood? A systematic review and research agenda. Acta Psychologica 239, pages 103997.
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Lidyawati Sri Lestari & Zaka Hadikusuma Ramadan. (2023) The Effectiveness of Cultural Literacy and Citizenship through Staging Creativity against Global Diversity Characters of Elementary School Students. Jurnal Pendidikan dan Pengajaran 56:2, pages 287-298.
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