Citations (71)
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Gintautas Silinskas, Reda Gedutiene, Minna Torppa & Saule Raiziene. (2023) Simple View of Reading Across the Transition from Kindergarten to Grade 1 in a Transparent Orthography. Scientific Studies of Reading 0:0, pages 1-19.
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Naseema Shaik, Colwyn Deborah Martin & Trevor Moodley. (2023) Reframing listening for belonging and participation in early childhood care and education settings: a case in South Africa. Early Years 43:2, pages 228-241.
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Stéphane Colognesi. (2023) Listening comprehension is not innate to elementary school students: they need to be taught listening strategies. Education 3-13 51:2, pages 262-275.
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Andressa Aparecida Garces Gamarra Salem, Patrícia Ferreira da Silva, Deivid Felizardo, Maila Rossato Holz & Rochele Paz Fonseca. (2023) Does the frequency of reading and writing habits contribute to executive functions, intelligence, and learning in adolescents with healthy development?. Applied Neuropsychology: Child 12:1, pages 34-44.
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Marleen F. Westerveld & Rebecca M. Armstrong. (2022) Expository discourse skills of students with reading comprehension difficulties. International Journal of Speech-Language Pathology 24:6, pages 647-656.
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Åste Mjelve Hagen, Rebecca Knoph, Hanne Næss Hjetland, Kristin Rogde, Joshua Fahey Lawrence, Arne Lervåg & Monica Melby-Lervåg. (2022) Measuring Listening Comprehension and Predicting Language Development in At-Risk Preschoolers. Scandinavian Journal of Educational Research 66:5, pages 778-792.
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Yeniè S. Norambuena, Bernardo E. Riffo & Katia L. Sáez. (2022) Verbal and non-verbal analogical reasoning in the emergent literacy period: an exploratory analysis of the influence of AR modality on listening comprehension, phonological awareness and lexical skills (Razonamiento analógico verbal y no verbal en el período de alfabetización emergente: un análisis exploratorio de la influencia de modalidad de AR sobre la comprensión auditiva, la conciencia fonológica y las habilidades léxicas). Journal for the Study of Education and Development 45:2, pages 247-279.
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Lisa B. Hurwitz, Paul Macaruso, Sarah Thang & Jamie Studwell. (2022) Bolstering Middle School Students’ Component Reading Skills: An Evaluation of the Lexia® PowerUp Literacy® Blended Learning Program. Computers in the Schools 39:1, pages 80-97.
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Sarah J. Shoebridge, Kieran J. Flanagan & Wendy M. Pearce. (2021) Narrative comprehension skills of Indigenous and non-Indigenous Australian children in their first year of school. International Journal of Speech-Language Pathology 23:6, pages 632-640.
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Heleen Bourdeaud’Hui, Koen Aesaert & Johan van Braak. (2021) Exploring the Validity of a Comprehensive Listening Test to Identify Differences in Primary School Students’ Listening Skills. Language Assessment Quarterly 18:3, pages 228-252.
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Ibrahim A. Asadi. (2020) Predicting Reading Comprehension in Arabic-Speaking Middle Schoolers Using Linguistic Measures. Reading Psychology 41:2, pages 87-109.
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Ibrahim A. Asadi. (2020) The Contribution of Linguistic and Cognitive Measures to Listening Comprehension among Arabic-speaking Kindergartners. Literacy Research and Instruction 59:1, pages 1-16.
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Marloes M. L. Muijselaar, Panayiota Kendeou, Peter F. de Jong & Paul W. van den Broek. (2017) What Does the CBM-Maze Test Measure?. Scientific Studies of Reading 21:2, pages 120-132.
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Nicole Watts Pappas. (2014) Synthesize, evaluate, act: 2013 Speech Pathology Australia Conference. International Journal of Speech-Language Pathology 16:3, pages 191-192.
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Articles from other publishers (57)
Serpil ÇELİKTEN DEMİREL, Halime Miray SÜMER DODUR, Özlem ALTINDAĞ KUMAŞ & Yasemin YÜZBAŞIOĞLU. (2023) Adaptation of the Listening Comprehension Test to Turkish CultureDinlediğini Anlama Testinin Türk Kültürüne Uyarlanması. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 24:4, pages 509-522.
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Michelle R. Y. Huo, Xin Sun, Ioulia Kovelman & Xi Chen. 2023. Global Variation in Literacy Development. Global Variation in Literacy Development
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Edward T Schwartzberg & Michael J Silverman. (2023) Comparing the comprehension of short stories paired with familiar and unfamiliar melodies and spoken text in autistic children. Psychology of Music 51:6, pages 1571-1583.
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David C. Jangraw, Emily S. Finn, Peter A. Bandettini, Nicole Landi, Haorui Sun, Fumiko Hoeft, Gang Chen, Kenneth R. Pugh & Peter J. Molfese. (2023) Inter-subject correlation during long narratives reveals widespread neural correlates of reading ability. NeuroImage 282, pages 120390.
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Marjolein Mues, Jennifer Zuk, Elizabeth S. Norton, John D. E. Gabrieli, Tiffany P. Hogan & Nadine Gaab. (2023) Preliteracy Skills Mediate the Relation Between Early Speech Sound Production and Subsequent Reading Outcomes. Journal of Speech, Language, and Hearing Research 66:8, pages 2766-2782.
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Leylahan DAĞLI ŞAHİN & Ozgur BABAYIGIT. (2023) Enstrüman Çalan ve Çalmayan Ortaokul Öğrencilerinin Dinlediğini Anlamalarının KarşılaştırılmasıComparison of Listening Comprehension of Secondary School Students Who Play an Instrument and Who Don't. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 9:2, pages 568-580.
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Dorit Segal. (2023) Sustained attention plays a critical role in reading comprehension of adults with and without ADHD. Learning and Individual Differences 105, pages 102300.
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Kasım YILDIRIM, Seçkin GÖK & Kahraman KILIÇ. (2023) Zihin Kuramı: İlkokul Düzeyinde Okuma Becerisini Oluşturan Bilişsel Bileşenleri DeğerlendirmeTheory of Mind: Assessment of Underlying Cognitive Components of Reading in Elementary School Grades. Okuma Yazma Eğitimi Araştırmaları 11:1, pages 25-43.
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Li Yuan & Jianrong Tian. (2023) Innovation and application of digital reading model for college students based on deep learning model. Applied Mathematics and Nonlinear Sciences 0:0.
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Ageliki Nicolopoulou, Elizabeth Hale, Kathryn Leech, Marsha Weinraub & Gina Maurer. (2023) Shared Picturebook Reading in a Preschool Class: Promoting Narrative Comprehension Through Inferential Talk and Text Difficulty. Early Childhood Education Journal.
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Colby Hall, Katlynn Dahl‐Leonard, Eunsoo Cho, Emily J. Solari, Philip Capin, Carlin L. Conner, Alyssa R. Henry, Lysandra Cook, Latisha Hayes, Isabel Vargas, Cassidi L. Richmond & Karen F. Kehoe. (2022) Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta‐Analysis. Reading Research Quarterly 58:2, pages 285-312.
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Guoyan Feng, Xiaohui Yan, Linling Shen, Kyle Perkins, Jiaqi Mao, Yu Wu, Liping Shi & Fan Cao. (2023) Distinct neural correlates of poor decoding and poor comprehension in children with reading disability. Cerebral Cortex 33:6, pages 3239-3254.
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Lisa A. Phalen & Laura C. Chezan. (2022) Using the Question–Answer Relationship Strategy to Improve Listening Comprehension in Young Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders 53:1, pages 50-65.
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Bruna Rodrigues, Iolanda Ribeiro & Irene Cadime. (2022) Reading, linguistic, and metacognitive skills: are they reciprocally related past the first school years?. Reading and Writing.
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Ibrahim A. Asadi, Asaid Khateb, Jasmeen Mansour-Adwan & Afnan Khoury-Metanis. (2022) When Developmental Language Disorder Meets Diglossia: A Cross-Sectional Investigation of Listening Comprehension Among Native Arabic-Speaking Preschoolers. Journal of Psycholinguistic Research 51:5, pages 1083-1099.
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Rebecca Parker. (2021) Inhibition and Reading Comprehension in Adolescents with and without Histories of Language Difficulties. Language and Speech 65:3, pages 554-570.
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Sven Sierens, Koen Van Gorp, Stef Slembrouck & Piet Van Avermaet. (2021) THE RELATIONSHIP BETWEEN COGNITIVE-LINGUISTIC TASK DIFFICULTY AND L1-L2 INTERACTION FOR ACADEMIC LISTENING COMPREHENSION IN TURKISH–DUTCH EMERGENT BILINGUALS. Studies in Second Language Acquisition 44:4, pages 1020-1044.
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José Pablo Escobar & Marcela Tenorio. (2022) Trastornos específicos del aprendizaje: origen, identificación y acompañamiento. Revista Médica Clínica Las Condes 33:5, pages 473-479.
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Alison Prahl & C. Melanie Schuele. (2022) A pilot study assessing listening comprehension and reading comprehension in children with down syndrome: Construct validity from a multi-method perspective. Frontiers in Psychology 13.
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Katrina Kelso, Anne Whitworth, Richard Parsons & Suze Leitão. (2020) Hidden Reading Difficulties: Identifying Children Who Are Poor Comprehenders. Learning Disability Quarterly 45:3, pages 225-236.
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Amy M. Elleman, Laura M. Steacy, Jennifer K. Gilbert, Eunsoo Cho, Amanda C. Miller, Aviva Coyne-Green, Penn Pritchard, R. Stacy Fields, Samantha Schaeffer & Donald L. Compton. (2022) Exploring the role of knowledge in predicting reading and listening comprehension in fifth grade students. Learning and Individual Differences 98, pages 102182.
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Maria Nicastri, Giovanni Ruoppolo, Letizia Guerzoni, Domenico Cuda, Ilaria Giallini, Chiara Cocchi, Marco de Vincentiis, Antonio Greco & Patrizia Mancini. (2022) Listening comprehension in profoundly deaf children with cochlear implants: the role of auditory perception and foundational linguistic and cognitive skills. European Archives of Oto-Rhino-Laryngology 279:8, pages 3917-3928.
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Emily J. Solari, Ryan P. Grimm & Alyssa R. Henry. (2021) An Exploration of the Heterogeneous Nature of Reading Comprehension Development in First Grade: The Impact of Word and Meaning Skills. Journal of Learning Disabilities 55:4, pages 292-305.
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Sophie Jackson, Lance Slade, Joseph P. Levy & Samantha Felicity McCormick. (2022) A longitudinal study of theory of mind and listening comprehension: Is preschool theory of mind important?. Journal of Experimental Child Psychology 219, pages 105388.
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Mario Figueroa, Núria Silvestre & Sònia Darbra. (2020) Specific EF-Related Tasks and Reading in Adolescents With Typical Hearing or a Cochlear Implant. Communication Disorders Quarterly 43:3, pages 152-162.
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Ayşe Dilek YEKELER GÖKMEN & Mustafa ULUSOY. (2022) Kelime Bilgisi ve Anlama Becerilerinin Anlatım Becerilerindeki Rolü: Farklı Yol Analizi Denemeleri. Pamukkale University Journal of Education.
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Wael Moussa & Emily Koester. (2021) Effects of Story Read‐Aloud Lessons on Literacy Development in the Early Grades: Experimental Evidence From Nigeria. Reading Research Quarterly 57:2, pages 587-607.
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Elise Roger, Sonja Banjac, Michel Thiebaut de Schotten & Monica Baciu. (2022) Missing links: The functional unification of language and memory (L∪M). Neuroscience & Biobehavioral Reviews 133, pages 104489.
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Yeniè S. Norambuena, Katia L. Sáez, Darío Fuentes, Fernando P. Ponce & Gonzalo Salas. (2022) Language, analogical reasoning, and working memory skills in emergent literacy period: Typical and DLD trajectories via Cluster Analyses. Early Childhood Research Quarterly 60, pages 173-186.
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Michelle R.Y. Huo, PohWee Koh, Yahua Cheng, Stefka H. Marinova-Todd & Xi Chen. (2021) The simple view of reading in French second language learners. Learning and Individual Differences 92, pages 102082.
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Meghan Vollebregt, Jana Leggett, Sherry Raffalovitch, Colin King, Deanna Friesen & Lisa MD Archibald. (2021) Evidence for complementary effects of code- and knowledge-focused reading instruction. Child Language Teaching and Therapy 37:3, pages 300-320.
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Chaitra Rao, Sumathi T. A.Rashi Midha, Geet Oberoi, Bhoomika Kar, Masarrat Khan, Kshipra Vaidya, Vishal Midya, Nitya Raman, Mona Gajre & Nandini Chatterjee Singh. (2021) Development and standardization of the DALI-DAB (dyslexia assessment for languages of India – dyslexia assessment battery). Annals of Dyslexia 71:3, pages 439-457.
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HyeJin Hwang & Sonia Q. Cabell. (2021) Latent profiles of vocabulary and domain knowledge and their relation to listening comprehension in kindergarten. Journal of Research in Reading 44:3, pages 636-653.
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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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Andrea Verónica Bustos Ibarra, Cintia Susana Montenegro Villalobos & Adriana de Souza Batista Kida. (2021) Uso de la regulación oral del profesor como estrategia de ayuda a la comprensión lectora. Un estudio experimental en 3º de primaria de escuelas chilenas. Investigaciones Sobre Lectura:15, pages 64-94.
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Nell K. Duke & Kelly B. Cartwright. (2021) The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading. Reading Research Quarterly 56:S1.
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Yu Ka Wong. (2018) Developmental Relations Between Listening and Reading Comprehension in Young Chinese Language Learners: A Longitudinal Study. Journal of Psycholinguistic Research 50:2, pages 261-273.
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Candra Kartikasari, Hendratno & Andi Mariono. (2021) The Use of Video “Sidoarjo Story Sound” to Improve Listening Ability and Recognize the Socio-Cultural Environment of Kindergarten Student. IJORER : International Journal of Recent Educational Research 2:2, pages 147-157.
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Selma Babayiğit, Sue Roulstone & Yvonne Wren. (2020) Linguistic comprehension and narrative skills predict reading ability: A 9‐year longitudinal study. British Journal of Educational Psychology 91:1, pages 148-168.
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Bruna Rodrigues, Irene Cadime, Fernanda Leopoldina Viana & Iolanda Ribeiro. (2020) Developing and Validating Tests of Reading and Listening Comprehension for Fifth and Sixth Grade Students in Portugal. Frontiers in Psychology 11.
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Selma Babayiğit & Laura Shapiro. (2019) Component skills that underpin listening comprehension and reading comprehension in learners with English as first and additional language. Journal of Research in Reading 43:1, pages 78-97.
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Vassilios Argyropoulos, Afroditi Paveli & Magda Nikolaraizi. (2018) The role of DAISY digital talking books in the education of individuals with blindness: A pilot study. Education and Information Technologies 24:1, pages 693-709.
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William D. Parham & Caroline S. Clauss-Ehlers. (2016) Following Inspiration: A Conversation With Former First Lady Rosalynn Carter. Journal of Multicultural Counseling and Development 44:3, pages 156-175.
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