References for article: Supporting Reading Comprehension
Date of publication: September 2016
Name of Publication: DSF Bulletin
Volume: 52
Edition: Winter
Beck, I. C., Perfetti, C. A., & McKeown, G. (1982). Effects of long-term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74, 506-521.
Biemiller, A., & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98, 44-62.
Bowers, P. N., & Kirby, ). R. (2010). Effects of morphological instruction on vocabulary acquisition. Reading and Writing, 23, 515-537.
Bowers, P. N., Kirby, J. R., & Deacon, S. H. (2010). The effects of morphological
instruction on literacy skills: A systematic review of the literature. Review of Educational Research, 80, 144-179.
Brooks, G. (2013). What works for children and young people with literacy difficulties? The effectiveness of intervention schemes. London, UK: The Dyslexia-SpL.D Trust.
Bus, A. G., & van ljzendoorn, M. H. (1999). Phonological awareness and early reading: A meta-analysis of experimental training studies. Journal of Educational Psychology, 91, 403-414.
Cain, K., & Nash, H. (2011 ). The influence of connectives on young readers’ processing and comprehension of text. Journal of Educational Psychology, 103, 429-441.
Cain, K., & Oakhil l, J. (2006). Profiles of children with specific reading comprehension difficulties. British Journal of Educational Psychology, 76, 683-696. http://doi. org.110.1348/000709905X67610
Cain, K., & Oakhill, J. V. (1999). Inference making and its relation to comprehension failure. Reading and Writing: An Interdisciplinary Journal, 11, 489-503. http://doi. org.110.1023/A:l 008084120205
Cain, K., Patson, N., & Andrews, L. (2005). Age- and ability-related differences in young readers’ use of conjunctions. Journal of Child Language, 32, 877-892.
Carney, J. J., Anderson, D., Blackburn, C., & Blessing, D. (1984), Pre-teaching vocabulary and the comprehension of social studies materials by elementary school children. Social Education, 48, 195-196.
Carrelli, B., Borel la, E., Cornoldi, C., & De Beni, R. (2009). Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties: A meta-analysis. Learning and Individual Differences, 19, 246-251. http://doi.org./10.1016/j.lindif.2008.10.002
Carretti, B., Caldarola, N., Tencati, C., & Cornoldi, C. (2014). Improving reading comprehension in reading and listening settings: The effect of two training programmes focusing on metacognition and working memory. British Journal of Educational Psychology, 84, 194-210.
Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. New York, NY: Cambridge University Press.
Catts, H. W., Ad!of, S. M., & Weismer, S. E. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49, 278-293. http://doi.org./10.1044/1092-4388(2006/023)
Center, Y., Freeman, L., Robertson, G., & Outhred, L. (1999). The effect of visual imagery training on the reading and listening comprehension of low listening comprehenders in Year 2. Journal of Research in Reading, 22, 241-256.
Clarke, P. J., Snowling, M. J., Truelove, E., & Hulme, C. (2010). Ameliorating children’s reading-comprehension difficulties: A randomised controlled trial. Psychological Science, 21, 1106-1116.
Department for Education and Standards and Testing Agency. (2014). Teaching phonics: Information for schools. Retrieved from https://www.gov.uk/government/ collections/phonics
Elbro, C., & Buch-Iverson, I. (2013). Activation of background knowledge for inference making: Effects on reading comprehension. Scientific Studies of Reading, 17, 435-452. http://doi.org/1 0.1080/10888438.2013.774005
Elbro, C., & Petersen, D. K. (2004). Long·term effects of phoneme awareness and letter sound training: An intervention study with children at risk for dyslexia. Journal of Educational Psychology, 96, 660-670.
Elleman, A. M., Lindo, E. J., Morphy, P., & Compton, D. L. (2009). The impact of vocabulary instruction on passage-level comprehension of school-age children: A meta-analysis. Journal of Research on Educational Effectiveness, 2, 1-44.
Fonseca L., Gottheil B., Aldrey A., Pujals M., Lagomarsino I., Lasala E., MendivelzUa A., Molina S., Pueyrred6n D., Buonsanti L., Freire L., Migliardo G., Barreyro J. P. (2011). Proposals for developing strategies to improve reading comprehension in a new Instructional Program in Spanish LEE COMPRENSIVAMENTE. Paper presented at the Annual Meeting of Scientific Studies of Reading, St. Pete Beach, FL.
Francey, G., & Cain, K. (2015). Effect of imagery training on children’s comprehension of pronouns. The Journal of Educational Research, 108, 1-9. http://doi.org.110.108 0/00220671 .2013.824869
Gambrell, L. B., & Koskinen, P. S. (2002). Imagery: A strategy for enhancing comprehension. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research based best practices (pp. 305-318). New York, NY: Guilford Press.
Garcia, J. R., Sanchez, E., & Bustos, A. (2014). The contribution of knowledge about anaphors, organisational signals and refutations to reading comprehension. Journal of Research in Reading, 38, 405-427.
Geva, E., & Ryan, E. B. (1985). Use of conjunctions in expository texts by skilled and less skilled readers. Journal of Reading Behavior, 17, 331-346.
Gough, P. B., Hoover, W. A., & Peterson, C. L. (1996). Some observations on a simple
view of reading. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension difficulties: Processes and interventions (pp. 1-13). Mahwah, NJ: Lawrence Erlbaum Associates.
Hatcher, P. J., Hulme, C., & Ellis, A. W. (1994). Ameliorating early reading failure by integrating the teaching of reading and phonological skills: The phonological link age hypothesis. Child Development, 65, 41-57.
Language and Reading Research Consortium. (2015). Learning to read: Should we keep things simple? Reading Research Quarterly, 50, 151-169. http://onlinelibrary. wiley.com/doi/10.1002/rrq.99/abstract
Locascio, G., Mahone, E. M., Eason, S., & Cutting, L. E. (2010). Executive dysfunction among children with reading comprehension deficits Journal of Learning Disabilities, 43, 441-454. http://doi.org/10.1177/0022219409355476
McGee; A., & Johnson, H. (2003). The effect of inference training on skilled and less skilled comprehenders. Educational Psychology, 23, 49-59.
McKeown, M. G., Beck, I. L., & Blake, R. K. (2009). Rethinking reading comprehension instruction: A comparison of instruction for strategies and content approaches. Reading Research Quarterly, 44, 218-253. http://doi.org./10.1598/RRQ.44.3.1
McMaster, K. L., van den Broek, P., Espin, C. A., White, M. J., Rapp, D. N., Kendeou, P., … Carlson, S. (2012). Making the right connections: Differential effects of reading intervention for subgroups of comprehenders. Learning and Individual Differences, 22, 100-111.
Medo, M. A., & Ryder, R. J. (1993). The effects of vocabulary instruction on readers’ ability to make causal connections. Literacy Research and Instruction, 33, 119-134. Meyer, B. J., & Freedle, R. 0. (1984). Effects of discourse type on recall. American Educational Research Journal, 21, 121-143.
Moats, L. (2004). LETRS, Language essentials for teachers of reading and spelling. Longmont, CO: Sopris West Educational Services.
Muter, V., Hulme, C., Snowling, M., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: Evidence from a longitudinal study. Developmental Psychology, 40, 665-681. http://doi.org./10.1037/0012-1649.40.5.665
National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S. Government Printing Office.
Oakhill, J. (1982). Constructive processes in skilled and less-skilled comprehenders’ memory for sentences. British Journal of Psychology, 73, 13-20.
Oakhill, J., & Cain, K. (2012). The precursors of reading ability in young readers: Evidence from a four-year longitudinal study. Scientific Studies of Reading, 16, 91-121 . http://doi.org./10.1080/1 0888438.2010.529219
Oakhill, J., Cain, K., & Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and Cognitive Processes, 18, 443-468. http://doi.org./10.1080/01 690960344000008
Oakhill, J., & Patel, S. (1991 ). Can imagery training help children who have comprehension problems? Journal of Research in Reading, 14(2), 106-115. http://doi. org.110.1111/j.1 467·9817.1991.tb00012.x
Paris, A. H., & Paris, S. G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38, 36-76.
Paris, A. H., & Paris, S. G. (2007). Teaching narrative comprehension strategies to first graders. Cognition and Instruction, 25, 1-44.
Pressley, G. M. (1976). Mental imagery helps eight-year-olds remember what they
read. Journal of Educational Psychology, 68, 355-359.
Sadoski, M. (1985). The natural use of imagery in story comprehension and recall:
Replication and extension. Reading Research Quarterly, 20, 658-667.
Sadoski, M., & Paivio, A. (2001 ). Imagery and text: A dual coding theory of reading and writing. Mahwah, NJ: Lawrence Erlbaum Associates.
Scott, C. M. (2009). A case for the sentence in reading comprehension. Language, Speech, and Hearing Services in Schools, 40, 184-191.
Shapiro, L., & Hudson, J. A. (1991). Tell me a make-believe story: Coherence and cohesion in young children’s picture-elicited narratives. Developmental Psychology, 27, 960-974.
Silva, M. T., & Cain, K. (2015). The relations between lower- and higher-level oral language skills and their role in prediction of early reading comprehension. Journal of Educational Psychology, 107, 321-331.
Stahl, S. A., & Fairbanks, M. M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, S6, 72-110.
Stothard, S. E., & Hulme, C. (1992). Reading comprehension difficulties in children: The role of language comprehension and working memory skills. Reading and Writing, 4, 245-256.
Tomesen, M., & Aarnoutse, C. (1998). Effects of an instructional programme for deriving word meanings. Educational Studies, 24, 107-128.
Whatmuff, T., & Council, L. C. (2015). Whatmuff, T. I Leicester City Council (2015) Improving reading comprehension and enjoyment-a training resource for primary and secondary schools: Mimeo.
Williams, J. P., Hall, K. M., Lauer, K. D., Stafford, K. B., DeSisto, L. A., & deCani, J. S. (2005). Expository text comprehension in the primary grade classroom. Journal of Educational Psychology, 97, 538-550.
Yuill, N., & Joscelyne, T. (1988). Effect of organisational cues and strategies on good and poor comprehenders’ story understanding. Journal of Educational Psychology, 80, 152-158.
Yuill, N., & Oakhill, J. (1988a). Understanding of anaphoric relations in skilled and less skilled comprehenders. British Journal of Psychology, 79, 173-186.
Yuill, N. M., & Oakhill, J. V. (1988b). Effects of inference awareness training on poor reading comprehension. Applied Cognitive Psychology, 2, 33-45.
Psychology, 2, 33-45.