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)
|
|
BASE
|
|
Show 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)
|
|
Abstract:
Many assume that cognitive and linguistic processes, such as semantic knowledge (SK) and self-regulation (SR), subserve learned skills like reading. However, complex models of interacting and bootstrapping effects of SK, SR, instruction, and reading hypothesize reciprocal effects. Testing this "lattice" model with children (n = 852) followed from first to second grade (5.9-10.4 years of age) revealed reciprocal effects for reading and SR, and reading and SK, but not SR and SK. More effective literacy instruction reduced reading stability over time. Findings elucidate the synergistic and reciprocal effects of learning to read on other important linguistic, self-regulatory, and cognitive processes; the value of using complex models of development to inform intervention design; and how learned skills may influence development during middle childhood.
|
|
Keyword:
Child; Child Development; Cognitive Sciences; Comprehension; Developmental & Child Psychology; Female; Humans; Knowledge; Learning; Longitudinal Studies; Male; Psychology; Reading; Self-Control; Semantics
|
|
URL: https://escholarship.org/uc/item/037113ww
|
|
BASE
|
|
Hide 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
|
|
|
|