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1
The Relations Between Children's Comprehension Monitoring and Their Reading Comprehension and Vocabulary Knowledge: An Eye-Movement Study.
Zargar, Elham
;
Adams, Ashley
;
Connor, Carol McDonald
In: Reading and writing, vol 33, iss 3 (2020)
BASE
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2
Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling.
Lederberg, Amy R
;
Branum-Martin, Lee
;
Webb, Mi-Young
...
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)
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3
Modality and Interrelations Among Language, Reading, Spoken Phonological Awareness, and Fingerspelling.
Lederberg, Amy R
;
Branum-Martin, Lee
;
Webb, Mi-Young
...
In: Journal of deaf studies and deaf education, vol 24, iss 4 (2019)
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4
Schooling Effects on Early Literacy Skills of Young Deaf and Hard of Hearing Children.
Scott, Jessica A
;
Goldberg, Hanah
;
Connor, Carol McDonald
...
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)
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5
The Relations Between Children’s Comprehension Monitoring and Their Reading Comprehension and Vocabulary Knowledge: An Eye-Movement Study
Zargar, Elham
;
Adams, Ashley
;
Connor, Carol McDonald
In: Read Writ (2019)
BASE
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6
Examining the Efficacy of Targeted Component Interventions on Language and Literacy for Third and Fourth Graders Who are at Risk of Comprehension Difficulties.
Connor, Carol McDonald
;
Phillips, Beth M
;
Kim, Young-Suk Grace
;
Lonigan, Christopher J
;
Kaschak, Michael P
;
Crowe, Elizabeth
;
Dombek, Jennifer
;
Otaiba, Stephanie Al
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
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7
A Lattice Model of the Development of Reading Comprehension.
Connor, Carol McDonald
In: Child development perspectives, vol 10, iss 4 (2016)
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8
Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School.
Connor, Carol McDonald
;
Day, Stephanie L
;
Phillips, Beth
...
In: Child development, vol 87, iss 6 (2016)
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9
Classroom quality as a predictor of first graders' time in non-instructional activities and literacy achievement.
McLean, Leigh
;
Sparapani, Nicole
;
Toste, Jessica R
...
In: Journal of school psychology, vol 56 (2016)
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10
Reciprocal Effects of Self-Regulation, Semantic Knowledge, and Reading Comprehension in Early Elementary School
Connor, Carol McDonald
;
Day, Stephanie L.
;
Phillips, Beth
. - 2016
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11
A Lattice Model of the Development of Reading Comprehension
Connor, Carol McDonald
. - 2016
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12
Dialect variation, dialect-shifting, and reading comprehension in second grade
Terry, Nicole Patton
;
Connor, Carol McDonald
;
Johnson, Lakeisha
. - 2015
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13
Foundations for Literacy: An Early Literacy Intervention for Deaf and Hard-of-Hearing Children
Lederberg, Amy R.
;
Miller, Elizabeth M.
;
Easterbrooks, Susan R.
. - : Oxford University Press, 2014
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14
Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten through Fourth Grade
Connor, Carol McDonald
;
Phillips, Beth M.
;
Kaschak, Michael
. - 2014
BASE
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15
Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction
Connor, Carol McDonald
;
Morrison, Fredrick J.
;
Fishman, Barry J.
. - : Blackwell Publishing Ltd, 2011. : Wiley Periodicals, Inc., 2011
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16
Dialect Variation and Reading: Is Change in Nonmainstream American English Use Related to Reading Achievement in First and Second Grades?
Terry, Nicole Patton
;
Connor, Carol McDonald
;
Petscher, Yaacov
. - 2011
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17
Examining relationships among dialect variation, literacy skills, and school context in first grade
Terry, Nicole Patton
;
Connor, Carol McDonald
;
Thomas-Tate, Shurita
...
In:
Journal of speech, language, and hearing research. - Rockville, Md. : American Speech-Language-Hearing Association
53 (2010) 1, 126-145
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18
Contributions of the emergent literacy environment to literacy outcomes for young children who are deaf
Lederberg, Amy R.
;
Connor, Carol McDonald
;
Easterbrooks, Susan R.
In:
American annals of the deaf. - Washington, DC : Gallaudet Univ. Press
155 (2010) 4, 467-480
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OLC Linguistik
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19
Teacher quality moderates the genetic effects on early reading
Taylor, Jeanette
;
Roehrig, Alysia D.
;
Hensler, Brooke Soden
...
In:
Science. - Washington, DC : AAAS, American Assoc. for the Advancement of Science
328 (2010) 5977, 512-514
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20
Individualizing student instruction precisely: effects of child × instruction interactions on first graders' literacy development
Connor, Carol McDonald
;
Piasta, Shayne B.
;
Fishman, Barry
...
In:
Child development. - Malden, Ma. [u.a.] : Blackwell
80 (2009) 1, 77-100
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