Citations (398)
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Brenda Aromu Wawire, Xinya Liang & Benjamin Piper. (2023) The Mediating Role of Text Reading Fluency in Reading Comprehension in English and Kiswahili: Evidence from Multilingual Contexts in Kenya. Reading & Writing Quarterly 39:3, pages 173-191.
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Nadine M. Lindinger, Sandra W. Jacobson, Landi Davidson, Simone Conradie, Neil C. Dodge, Christopher D. Molteno, Ernesta M. Meintjes, Nadine Gaab & Joseph L. Jacobson. (2022) Reading Impairment in Adolescents with Fetal Alcohol Spectrum Disorders. Scientific Studies of Reading 26:6, pages 469-488.
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Haris Memisevic, Admira Dedic, Inga Biscevic, Selmir Hadzic, Arnela Pasalic & Daniel Malec. (2022) Identifying predictors of reading speed and reading comprehension in Bosnian. Applied Neuropsychology: Child 11:3, pages 297-306.
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Alissa P. Wolters, Young-Suk Grace Kim & John William Szura. (2022) Is Reading Prosody Related to Reading Comprehension? A Meta-analysis. Scientific Studies of Reading 26:1, pages 1-20.
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Jean Ecalle, Emilie Dujardin, Christophe Gomes, Laurent Cros & Annie Magnan. (2021) Decoding, Fluency and Reading Comprehension: Examining the Nature of their Relationships in a Large-Scale Study with First Graders. Reading & Writing Quarterly 37:5, pages 444-461.
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Melissa R. Hunte, Samantha McCormick, Maitree Shah, Clarissa Lau & Eunice Eunhee Jang. (2021) Investigating the potential of NLP-driven linguistic and acoustic features for predicting human scores of children’s oral language proficiency. Assessment in Education: Principles, Policy & Practice 28:4, pages 477-505.
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Edna Orr, Ronen Kasperski, Rinat Caspi & Smadar Hay. (2021) Improving children’s oral vocabulary with a dynamic intervention programme. Educational and Developmental Psychologist 38:1, pages 47-63.
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Sara Zadunaisky-Ehrlich, Batia Seroussi & Anat Stavans. (2021) Predictors of spelling errors in expository texts written by Hebrew-speaking elementary school children (Predictores de errores ortográficos en textos expositivos escritos por alumnos de habla hebrea en escuela primaria). Journal for the Study of Education and Development 44:1, pages 117-149.
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Chen Huang, Ningyu Liu & Jing Zhao. (2021) Different predictive roles of phonological awareness and visual attention span for early character reading fluency in Chinese. The Journal of General Psychology 148:1, pages 45-66.
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Tin Q Nguyen, Stephanie N Del Tufo & Laurie E. Cutting. (2020) Readers Recruit Executive Functions to Self-Correct Miscues during Oral Reading Fluency. Scientific Studies of Reading 24:6, pages 462-483.
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Melina Lima, Luciane da Rosa Piccolo, Fabiane Puntel Basso, Annelise Júlio-Costa, Julia Beatriz Lopes-Silva, Vitor Geraldi Haase & Jerusa Fumagalli Salles. (2020) Neuropsychological and environmental predictors of reading performance in Brazilian children. Applied Neuropsychology: Child 9:3, pages 259-270.
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Pamela Cantor, David Osher, Juliette Berg, Lily Steyer & Todd Rose. (2019) Malleability, plasticity, and individuality: How children learn and develop in context1. Applied Developmental Science 23:4, pages 307-337.
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Rebecca Wiseheart & Robin Wellington. (2019) Identifying dyslexia risk for sport-related concussion management: Sensitivity and specificity of self-report and rapid naming. The Clinical Neuropsychologist 33:3, pages 519-538.
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Katharine Pace Miles, Mark D. Lauterbach, Dana M. Murano & Ginny A. Dembek. (2019) Reading Rescue: A follow-up on effectiveness of an intervention for struggling readers. The Journal of Educational Research 112:2, pages 255-269.
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Natalia Jordán, Fernando Cuetos & Paz Suárez-Coalla. (2019) Prosody in the reading of children with specific language impairment / La prosodia en la lectura de niños con trastorno específico del lenguaje. Journal for the Study of Education and Development 42:1, pages 87-127.
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Jennifer Keelor, Nancy Creaghead, Noah Silbert, Allison Breit-Smith & Tzipi Horowitz-Kraus. (2018) Language, Reading, and Executive Function Measures as Predictors of Comprehension Using Text-to-Speech. Reading & Writing Quarterly 34:5, pages 436-450.
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Athanassios Protopapas, Katerina Katopodi, Angeliki Altani & George K. Georgiou. (2018) Word Reading Fluency as a Serial Naming Task. Scientific Studies of Reading 22:3, pages 248-263.
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Nathan H. Clemens, Mark H. C. Lai, Mack Burke & Jiun-Yu Wu. (2017) Interrelations of Growth in Letter Naming and Sound Fluency in Kindergarten and Implications for Subsequent Reading Fluency. School Psychology Review 46:3, pages 272-287.
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Omer Ari. (2016) Word Recognition Processes in College-Age Students’ Reading Comprehension Achievement. Community College Journal of Research and Practice 40:8, pages 718-723.
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Maryanne Wolf, Catherine Ullman-Shade & Stephanie Gottwald. (2016) Lessons from the reading brain for reading development and dyslexia. Australian Journal of Learning Difficulties 21:2, pages 143-156.
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Duo Liu & Xiaoqin Zhu. (2016) The associations of phonological awareness, morphological awareness, orthographic awareness and RAN with Hong Kong Chinese children’s literacy performance at word level. Writing Systems Research 8:2, pages 218-233.
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Pledger M. Fedora. (2016) Single and Double Deficits in Early Readers in Rural, Low-Wealth Communities. Reading & Writing Quarterly 32:2, pages 101-126.
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Dana L. Wagner & Christine A. Espin. (2015) The Reading Fluency and Comprehension of Fifth- and Sixth-Grade Struggling Readers Across Brief Tests of Various Intervention Approaches. Reading Psychology 36:7, pages 545-578.
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Luis Castejón, Soledad González-Pumariega & Fernando Cuetos. (2015) Development of word reading fluency along primary education: a six-year follow-up / El desarrollo de la fluidez en la lectura de palabras en educación primaria: un seguimiento longitudinal de seis años. Journal for the Study of Education and Development 38:4, pages 842-871.
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Young-Suk Grace Kim & Richard K. Wagner. (2015) Text (Oral) Reading Fluency as a Construct in Reading Development: An Investigation of Its Mediating Role for Children From Grades 1 to 4. Scientific Studies of Reading 19:3, pages 224-242.
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Leketi Makalela & Pheladi Fakude. (2014) ‘Barking’ at texts in Sepedi oral reading fluency: Implications for edumetric interventions in African languages. South African Journal of African Languages 34:sup1, pages 71-78.
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M. Carmen González-Trujillo, Nuria Calet, Sylvia Defior & Nicolás Gutiérrez-Palma. (2014) Scale of reading fluency in Spanish: measuring the components of fluency / Escala de fluidez lectora en español: midiendo los componentes de la fluidez. Studies in Psychology 35:1, pages 104-136.
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JaneR. Shore, JohnP. Sabatini, Jennifer Lentini & Steven Holtzman. (2013) Changes in Reading Practices and Perceptions in Low-Literacy-Level Adult Learners. Reading Psychology 34:6, pages 550-568.
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NinaL. Saine, Marja-Kristiina Lerkkanen, Timo Ahonen, Asko Tolvanen & Heikki Lyytinen. (2013) Long-Term Intervention Effects of Spelling Development for Children With Compromised Preliteracy Skills. Reading & Writing Quarterly 29:4, pages 333-357.
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Jane Ashby, Heather Dix, Morgan Bontrager, Rajarshi Dey & Ana Archer. (2013) Phonemic Awareness Contributes to Text Reading Fluency: Evidence From Eye Movements. School Psychology Review 42:2, pages 157-170.
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Sarah
H. Eason, John Sabatini, Lindsay Goldberg, Kelly Bruce & Laurie
E. Cutting. (2013) Examining the Relationship Between Word Reading Efficiency and Oral Reading Rate in Predicting Comprehension Among Different Types of Readers. Scientific Studies of Reading 17:3, pages 199-223.
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Silvia
Siu-Yin Lam & Catherine McBride-Chang. (2013) Parent-child joint writing in Chinese kindergarteners: Explicit instruction in radical knowledge and stroke writing skills. Writing Systems Research 5:1, pages 88-109.
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Melody
S. Berens, Ioulia Kovelman & Laura-Ann Petitto. (2013) Should Bilingual Children Learn Reading in Two Languages at the Same Time or in Sequence?. Bilingual Research Journal 36:1, pages 35-60.
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Kaisa Kiiveri & Kaarina Määttä. (2012) Children's opinions about learning to read. Early Child Development and Care 182:6, pages 755-769.
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Franklin
Dickerson Turner. (2012) Increasing Word Recognition with Racially Diverse Second-Grade Students Using Fluency-Oriented Reading Approaches. The Journal of Educational Research 105:4, pages 264-276.
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Muhammad
Ahmad Khan & Stephen Gorard. (2012) A randomised controlled trial of the use of a piece of commercial software for the acquisition of reading skills. Educational Review 64:1, pages 21-35.
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Mary Abbott, Howard Wills, Angela Miller & Journ Kaufman. (2012) The Relationship of Error Rate and Comprehension in Second and Third Grade Oral Reading Fluency. Reading Psychology 33:1-2, pages 104-132.
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Young-Suk Kim, Richard
K. Wagner & Elizabeth Foster. (2011) Relations Among Oral Reading Fluency, Silent Reading Fluency, and Reading Comprehension: A Latent Variable Study of First-Grade Readers. Scientific Studies of Reading 15:4, pages 338-362.
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Lisa
A. Jacobson, Matthew Ryan, Rebecca
B. Martin, Joshua Ewen, Stewart
H. Mostofsky, Martha
B. Denckla & E.
Mark Mahone. (2011)
Working memory influences processing speed and reading fluency in ADHD. Child Neuropsychology 17:3, pages 209-224.
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Young-Suk Kim. (2011) Proximal and Distal Predictors of Reading Comprehension: Evidence from Young Korean Readers. Scientific Studies of Reading 15:2, pages 167-190.
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Luis Castejón, Soledad González-Pumariega & Fernando Cuetos. (2011) Adquisición de la fluidez en la lectura de palabras en una muestra de niños españoles: un estudio longitudinal. Journal for the Study of Education and Development 34:1, pages 19-30.
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KevinK.H. Chung & ConnieS.-H. Ho. (2010) Dyslexia in Chinese language: An overview of research and practice. Australian Journal of Learning Difficulties 15:2, pages 213-224.
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Scott
J. Goldberg, Elana
R. Weinberger, Nina
E. Goodman & Shoshana Ross. (2010) Development of an Early Hebrew Oral Reading Fluency Measure. Journal of Jewish Education 76:3, pages 198-214.
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Mary Abbott, Howard Wills, CharlesR. Greenwood, Debra Kamps, Linda Heitzman-Powell & James Selig. (2010) The Combined Effects of Grade Retention and Targeted Small-Group Intervention on Students' Literacy Outcomes. Reading & Writing Quarterly 26:1, pages 4-25.
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James
J. Li, Laurie
E. Cutting, Matthew Ryan, Monica Zilioli, Martha
B. Denckla & E.
Mark Mahone. (2009) Response variability in rapid automatized naming predicts reading comprehension. Journal of Clinical and Experimental Neuropsychology 31:7, pages 877-888.
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PatriciaF. Vadasy & ElizabethA. Sanders. (2009) Supplemental Fluency Intervention and Determinants of Reading Outcomes. Scientific Studies of Reading 13:5, pages 383-425.
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Kerry Hempenstall. (2009) Research-driven reading assessment: Drilling to the core. Australian Journal of Learning Difficulties 14:1, pages 17-52.
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Maria Constantinidou & Rhona Stainthorp. (2009) Phonological awareness and reading speed deficits in reading disabled Greek‐speaking children. Educational Psychology 29:2, pages 171-186.
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ElizabethJ. Pretorius & MatselengM. Mokhwesana. (2009) Putting reading in Northern Sotho on track in the early years: Changing resources, expectations and practices in a high poverty school. South African Journal of African Languages 29:1, pages 54-73.
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HollyB. Lane, RoxanneF. Hudson, WalterL. Leite, MarciaL. Kosanovich, Meridith
Taylor Strout, Nicole
S. Fenty & Tyran
L. Wright. (2008) Teacher Knowledge About Reading Fluency and Indicators of Students' Fluency Growth in Reading First Schools. Reading & Writing Quarterly 25:1, pages 57-86.
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RolandH. Good$suffix/text()$suffix/text(), ScottK. Baker & JuliaA. Peyton. (2008) Making Sense of Nonsense Word Fluency: Determining Adequate Progress in Early First–Grade Reading. Reading & Writing Quarterly 25:1, pages 33-56.
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RoxanneF. Hudson, PaigeC. Pullen, HollyB. Lane & JosephK. Torgesen. (2008) The Complex Nature of Reading Fluency: A Multidimensional View. Reading & Writing Quarterly 25:1, pages 4-32.
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Leila Kairaluoma, Timo Ahonen, Mikko Aro & Leena Holopainen. (2007) Boosting Reading Fluency: An intervention case study at subword level. Scandinavian Journal of Educational Research 51:3, pages 253-274.
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Jurgen Tijms. (2007) The Development of Reading Accuracy and Reading Rate during Treatment of Dyslexia. Educational Psychology 27:2, pages 273-294.
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David E. Wood. (2006) Modeling the Relationship Between Oral Reading Fluency and Performance on a Statewide Reading Test. Educational Assessment 11:2, pages 85-104.
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George K. Georgiou, Rauno Parrila & John Kirby. (2006) Rapid Naming Speed Components and Early Reading Acquisition. Scientific Studies of Reading 10:2, pages 199-220.
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Robert Savage. (2006) Reading Comprehension Is Not Always the Product of Nonsense Word Decoding and Linguistic Comprehension: Evidence From Teenagers Who Are Extremely Poor Readers. Scientific Studies of Reading 10:2, pages 143-164.
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Tami Katzir & Juliana Pare-Blagoev. (2006) Applying Cognitive Neuroscience Research to Education: The Case of Literacy. Educational Psychologist 41:1, pages 53-74.
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Esther Geva & Zohreh Yaghoub Zadeh. (2006) Reading Efficiency in Native English-Speaking and English-as-a-Second-Language Children: The Role of Oral Proficiency and Underlying Cognitive-Linguistic Processes. Scientific Studies of Reading 10:1, pages 31-57.
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JanetE. Spector. (2005) Instability of Double-Deficit Subtypes Among At-Risk First Grade Readers. Reading Psychology 26:3, pages 285-312.
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J.
LLOYD ELDREDGE. (2005) Foundations of Fluency: An Exploration. Reading Psychology 26:2, pages 161-181.
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Zvia Breznitz. (2005) Brain Activity During Performance of Naming Tasks: Comparison Between Dyslexic and Regular Readers. Scientific Studies of Reading 9:1, pages 17-42.
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John P Sabatini. (2002) Efficiency in Word Reading of Adults: Ability Group Comparisons. Scientific Studies of Reading 6:3, pages 267-298.
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Edward J. Kame'enui & Deborah C. Simmons. (2001) Introduction to This Special Issue: The DNA of Reading Fluency. Scientific Studies of Reading 5:3, pages 203-210.
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BrittanyLee N. Martin & Lynn S. Fuchs. (2022) Predicting Risk for Comorbid Reading and Mathematics Disability Using Fluency‐Based Screening Assessments. Learning Disabilities Research & Practice 37:2, pages 100-112.
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Charles Potter. 2022. Active Learning - Theory and Practice. Active Learning - Theory and Practice.
Jamie L. Metsala & Margaret D. David. (2021) Improving English reading fluency and comprehension for children with reading fluency disabilities. Dyslexia 28:1, pages 79-96.
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Marta Martins, Ana Mafalda Reis, São Luís Castro & Christian Gaser. (2021) Gray matter correlates of reading fluency deficits: SES matters, IQ does not. Brain Structure and Function 226:8, pages 2585-2601.
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Sung Koo Kim. (2021) Recent update on reading disability (dyslexia) focused on neurobiology. Clinical and Experimental Pediatrics 64:10, pages 497-503.
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Telse Nagler, Jelena Zarić, Fenke Kachisi, Sven Lindberg & Jan-Henning Ehm. (2021) Reading-impaired children improve through text-fading training: analyses of comprehension, orthographic knowledge, and RAN. Annals of Dyslexia 71:3, pages 458-482.
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