| 1 |
The Relations Between Children's Comprehension Monitoring and Their Reading Comprehension and Vocabulary Knowledge: An Eye-Movement Study.
|
|
|
|
In: Reading and writing, vol 33, iss 3 (2020)
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling.
|
|
|
|
In: Lederberg, Amy R; Branum-Martin, Lee; Webb, Mi-Young; Schick, Brenda; Antia, Shirin; Easterbrooks, Susan R; et al.(2019). Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling. Journal of deaf studies and deaf education. doi:10.1093/deafed/enz011. UC Office of the President: Research Grants Program Office (RGPO). Retrieved from: http://www.escholarship.org/uc/item/61j2f2tx (2019)
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling.
|
|
|
|
In: Journal of deaf studies and deaf education, vol 24, iss 4 (2019)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children.
|
|
|
|
In: Scott, Jessica A; Goldberg, Hanah; Connor, Carol McDonald; & Lederberg, Amy R. (2019). Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children. American annals of the deaf, 163(5), 596 - 618. doi:10.1353/aad.2019.0005. UC Office of the President: Research Grants Program Office (RGPO). Retrieved from: http://www.escholarship.org/uc/item/672091kx (2019)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
The Relations Between Children’s Comprehension Monitoring and Their Reading Comprehension and Vocabulary Knowledge: An Eye-Movement Study
|
|
|
|
In: Read Writ (2019)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties.
|
|
|
|
In: Scientific studies of reading : the official journal of the Society for the Scientific Study of Reading, vol 22, iss 6 (2018)
|
|
Abstract:
Testing a component model of reading comprehension in a randomized controlled trial, we evaluated the efficacy of four different interventions that were designed to target components of language and metacognition that predict children's reading comprehension: vocabulary, listening comprehension, comprehension of literate language, academic knowledge, and comprehension monitoring. Third- and fourth-graders with language skills falling below age expectations participated (N = 645). Overall, the component interventions were only somewhat effective in improving the targeted skills, compared to a business-as-usual control (g ranged from -.14 to .33), and no main effects were significant after correcting for multiple comparisons. Effects did not generalize to other language skills or to students' reading comprehension. Moreover, there were child-characteristic-by-treatment interaction effects. For example, the intervention designed to build sensorimotor mental representations was more effective for children with weaker vocabulary skills. Implications for component models of reading and interventions for children at risk of reading comprehension difficulties are discussed.
|
|
Keyword:
comprehension monitoring; Education; individual differences; instruction; intervention; Psychology and Cognitive Sciences; reading comprehension
|
|
URL: https://escholarship.org/uc/item/18v5j7cq
|
|
BASE
|
|
Hide details
|
|
|
| 10 |
A Lattice Model of the Development of Reading Comprehension.
|
|
|
|
In: Child development perspectives, vol 10, iss 4 (2016)
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School.
|
|
|
|
In: Child development, vol 87, iss 6 (2016)
|
|
BASE
|
|
Show details
|
|
|
| 12 |
Classroom quality as a predictor of first graders' time in non-instructional activities and literacy achievement.
|
|
|
|
In: Journal of school psychology, vol 56 (2016)
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
A Lattice Model of the Development of Reading Comprehension
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Dialect variation, dialect-shifting, and reading comprehension in second grade
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
Foundations for Literacy: An Early Literacy Intervention for Deaf and Hard-of-Hearing Children
|
|
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Dialect Variation and Reading: Is Change in Nonmainstream American English Use Related to Reading Achievement in First and Second Grades?
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
