| Inferring Meaning From Meaningful Parts: The Contributions of Morphological Skills to the Development of Children's Reading Comprehension |
13 |
| How Good Is This Page? Benefits and Limits of Prompting on Adolescents' Evaluation of Web Information Quality |
12 |
| Academic Language as a Predictor ofReading Comprehension in Monolingual Spanish-SpeakingReaders: Evidence From Chilean Early Adolescents |
11 |
| Relating Reading Comprehension to Oral Reading Performance in the NAEP Fourth-Grade Special Study of Oral Reading |
9 |
| Toward a Corridista Consciousness: Learning From One Transnational Youth's Critical Reading, Writing, and Performance of Mexican Corridos |
9 |
| Task-Oriented Learning With Multiple Documents: Effects of Topic Familiarity, Author Expertise, and Content Relevance on Document Selection, Processing, and Use |
9 |
| Teaching Sourcing in Upper Secondary School: A Comprehensive Sourcing Intervention With Follow-Up Data |
8 |
| The Nature, Development, and Effects of Elementary Students' Reading Motivation Profiles |
8 |
| How Well Can Students Evaluate Online Science Information? Contributions of Prior Knowledge, Gender, Socioeconomic Status, andOfflineReading Ability |
8 |
| Core Vocabulary: Its Morphological Content and Presence in Exemplar Texts |
7 |
| Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta-Analysis |
7 |
| Classroom Talk as Writing Instruction for Learning to Make Writing Moves inLiterary Arguments |
7 |
| Strategy Instruction Shifts Teacher andStudent Interactions During Text-Based Discussions |
7 |
| Cognitive and Motivational Challenges in Writing: Studying the Relation With Writing Performance Across Students' Gender and Achievement Level |
6 |
| Building Semantic Networks: The Impact of a Vocabulary Intervention on Preschoolers' Depth of Word Knowledge |
6 |
| Different Measures of Print Exposure Predict Different Aspects of Vocabulary |
6 |
| Prompting Rural Students' Use of Background Knowledge and Experience to Support Comprehension of Unfamiliar Content |
6 |
| The Nature and Measurement of Children's Early Composing |
5 |
| An Exploration of Text Difficulty and Knowledge Support on Adolescents' Comprehension |
5 |
| Literacy and Phonological Skills in Oral Deaf Children and Hearing Children With a History of Dyslexia |
4 |
| A Simultaneous Analysis of Relations Between L1 and L2 Skills in Reading and Writing |
4 |
| An Investigation of the Role ofSequencing in Children's Reading Comprehension |
4 |
| A Synthesis of Quantitative Research on Reading Programs for Secondary Students |
4 |
| To What Extent and How Are Reading Comprehension Strategies Part of Language Arts Instruction? A Study of Lower Secondary Classrooms |
3 |
| Epistemic Processing When AdolescentsRead Online: AVerbalProtocol Analysis of More andLess Successful Online Readers |
3 |
| I'll Show You How to Write My Name: The Contribution of Naturalistic Sibling Teaching to the Home Literacy Environment |
2 |
| Second-Language Reading Difficulties Among Native Chinese-Speaking Students Learning to Read English: The Roles of Native- and Second-Language Skills |
2 |
| Teaching Writing in Grades 7-9 in Urban Schools in Chinese Societies inAsia |
2 |
| Do Resources Matter? Effects of an In-Class Library Project on Student Independent Reading Habits in Primary Schools in Rural China |
2 |
| Preservice Teacher Knowledge, Print Exposure, and Planning for Instruction |
2 |
| Citations of Norms and Lines of Flight in One Immigrant Boy's Performances of Masculinities and Reading Identities |
2 |
| Preschoolers' Alphabet Learning: Cognitive, Teaching Sequence, and English Proficiency Influences |
1 |
| Who Gets to Read What? Tracking, Instructional Practices, and Text Complexity for Middle School Struggling Readers |
1 |
| Scaffolding and Inequitable Participation in Linguistically Diverse Book Clubs |
1 |
| Argumentation Tasks in Secondary English Language Arts, History, and Science: Variations in Instructional Focus and Inquiry Space |
1 |
| Investigating the Efficacy of a Web-Based Early Reading and Professional Development Intervention for Young English Learners |
1 |
| Investigating Linguistically Diverse Adolescents' Literacy Trajectories Using Latent Transition Modeling |
1 |
| Pointing With a Pen: The Role of Gesture in Early Childhood Writing |
0 |
| Oral Language Intervention in Norwegian Schools Serving Young Language-Minority Learners: A Randomized Trial |
0 |
| Measuring the Behavior of Reading Comprehension Test Takers: What Do They Do, and Should They Do It? |
0 |
| Marking Stress ExPLICitly in Written English Fosters Rhythm in the Reader'sInner Voice |
0 |
| Reading-Related Causal Attributions forSuccess and Failure: Dynamic Links With Reading Skill |
0 |
| Addressing Inadequacies ofthe Observation Survey of Early Literacy Achievement |
0 |
| Reliability and Validity of Eye Movement Measures of Children's Reading |
0 |
| I'm Always Kind of Double-Checking: Exploring the Information-Seeking Identities of Expert Generalists |
0 |
| Reconciling Disciplinary Literacy Perspectives With Genre-Oriented Activity Theory: Toward a Fuller Synthesis of Traditions |
0 |
| Early Literacy Among Zambian Second Graders: The Role of Adult Mediation of Word Writing in Bemba |
0 |
