All Stories

  1. The Role of Prekindergarten Spanish in Predicting First-Grade English Word Reading Among Dual-Language Learners
  2. 2018 Society for Text and Discourse Annual Meeting: Introduction to the Special Issue
  3. The Simple View of Reading Across Development: Prediction of Grade 3 Reading Comprehension From Prekindergarten Skills
  4. Reading comprehension difficulties in children with rolandic epilepsy
  5. The use of questions to scaffold narrative coherence and cohesion
  6. The Dimensionality of Inference Making: Are Local and Global Inferences Distinguishable?
  7. Within- and cross-language contributions of morphological awareness to word reading development in Chinese–English bilingual children
  8. Theories of Reading Development
  9. Development of comprehension monitoring in beginner readers
  10. From words to text: inference making mediates the role of vocabulary in children’s reading comprehension
  11. Oral Language and Listening Comprehension: Same or Different Constructs?
  12. Understanding the semantic functions of but in middle childhood: The role of text- and sentence-level comprehension abilities
  13. Pressure points in reading comprehension: A quantile multiple regression analysis.
  14. Predicting word reading ability: a quantile regression study
  15. A multi-site review of policies affecting opportunities for children with developmental disabilities to become bilingual
  16. Access to opportunities for bilingualism for individuals with developmental disabilities: Key informant interviews
  17. Professional practices and opinions about services available to bilingual children with developmental disabilities: An international study
  18. iPads and the Use of “Apps” by Children with Autism Spectrum Disorder: Do They Promote Learning?
  19. Lexical prosody beyond first-language boundary: Chinese lexical tone sensitivity predicts English reading comprehension
  20. Assessing school-aged children's inference-making: the effect of story test format in listening comprehension
  21. Investigating profiles of lexical quality in preschool and their contribution to first grade reading
  22. Ten Steps to Conducting a Large, Multi-Site, Longitudinal Investigation of Language and Reading in Young Children
  23. Use of the Curriculum Research Framework (CRF) for Developing a Reading-Comprehension Curricular Supplement for the Primary Grades
  24. Understanding of Idiomatic Expressions in Context in Skilled and Less Skilled Comprehenders: Online Processing and Interpretation
  25. A Pilot Study of the Impact of Double-Dose Robust Vocabulary Instruction on Children's Vocabulary Growth
  26. Children’s processing and comprehension of complex sentences containing temporal connectives: The influence of memory on the time course of accurate responses.
  27. The Dimensionality of Language Ability in Young Children
  28. Improving the Language Skills of Pre-kindergarten Students: Preliminary Impacts of the Let’s Know! Experimental Curriculum
  29. Children’s Reading Comprehension and Comprehension Difficulties
  30. Children’s inference generation: The role of vocabulary and working memory
  31. Young Children's Comprehension of Temporal Relations in Complex Sentences: The Influence of Memory on Performance
  32. Inferential revision in narrative texts: An ERP study
  33. The Dimensionality of Spanish in Young Spanish–English Dual-Language Learners
  34. Do iPads promote symbolic understanding and word learning in children with autism?
  35. Learning to Read: Should We Keep Things Simple?
  36. A Comparison of Deaf and Hearing Childrenʼs Reading Comprehension Profiles
  37. The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension.
  38. Reading comprehension and vocabulary: Is vocabulary more important for some aspects of comprehension?
  39. Improving Language-Focused Comprehension Instruction in Primary-Grade Classrooms: Impacts of the Let’s Know! Experimental Curriculum
  40. Effect of Imagery Training on Children's Comprehension of Pronouns
  41. Early narrative skills in Chilean preschool: Questions scaffold the production of coherent narratives
  42. Morphological and Syntactic Awareness in Poor Comprehenders
  43. Introduction to the Special Issue. Theories of Reading: What We Have Learned From Two Decades of Scientific Research
  44. Decoding and Reading Comprehension: A Meta-Analysis to Identify Which Reader and Assessment Characteristics Influence the Strength of the Relationship in English
  45. Reading and listening comprehension and their relation to inattention and hyperactivity
  46. The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study
  47. The Simple View of Reading: Is It Valid for Different Types of Alphabetic Orthographies?
  48. Matthew Effects in Young Readers
  49. What we have learned from ‘learning to read in more than one language’
  50. The influence of connectives on young readers' processing and comprehension of text.
  51. Morphological awareness: A key to understanding poor reading comprehension in English.
  52. The development of idiom comprehension: An investigation of semantic and contextual processing skills
  53. To Get Hold of the Wrong End of the Stick: Reasons for Poor Idiom Understanding in Children With Reading Comprehension Difficulties
  54. Pragmatic aspects of communication and language comprehension in groups of children differentiated by teacher ratings of inattention and hyperactivity
  55. Deriving word meanings from context: does explanation facilitate contextual analysis?
  56. Syntactic awareness and reading ability: Is there any evidence for a special relationship?
  57. Children's reading comprehension and assessment by PARIS, S. G. and STAHL, S. A.
  58. Comprehension problems in children with specific language impairment: does mental imagery training help?
  59. Profiles of children with specific reading comprehension difficulties
  60. Assessment matters: Issues in the measurement of reading comprehension
  61. Individual differences in children's memory and reading comprehension: An investigation of semantic and inhibitory deficits
  62. Children's Reading Comprehension
  63. Reading Processes in Children
  64. Age- and ability-related differences in young readers' use of conjunctions
  65. The relation between children’s reading comprehension level and their comprehension of idioms
  66. Individual Differences in the Inference of Word Meanings From Context: The Influence of Reading Comprehension, Vocabulary Knowledge, and Memory Capacity.
  67. Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills.
  68. Reading Comprehension Difficulties
  69. Text comprehension and its relation to coherence and cohesion in children's fictional narratives
  70. The dissociation of word reading and text comprehension: Evidence from component skills
  71. The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties
  72. Comprehension skill, inference-making ability, and their relation to knowledge
  73. Children's Difficulties in Text Comprehension: Assessing Causal Issues
  74. Ways of reading: How knowledge and use of strategies are related to reading comprehension
  75. Selective Retention of Information about the Superficial Form of Text: Ellipses W ith Antecedents in Main and Subordinate Clauses
  76. Selective Retention of Information about the Superficial Form of Text: Ellipses With Antecedents in Main and Subordinate Clauses
  77. Problems in Text Comprehension: Current Perspectives and Recent Research
  78. The Interpretation of Anaphoric Noun Phrases Time Course, and Effects of Overspecificity
  79. The Interpretation of Anaphoric Noun Phrases Time Course, and Effects of Overspecificity
  80. The Use of Stereotypical Gender Information in Constructing a Mental Model: Evidence from English and Spanish
  81. The Use of Stereotypical Gender Information in Constructing a Mental Model: Evidence from English and Spanish
  82. The nature of the relationship between comprehension skill and the ability to tell a story
  83. How natural are conceptual anaphors?
  84. Reading Comprehension
  85. Inference processing in children: the contributions of depth and breadth of vocabulary knowledge
  86. Deeper Learning in Reading Comprehension