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Contributions of Related Variables to Reading Comprehension in School-Age Children: A Two-Year Longitudinal Study

Bhu Ja Chung, Hyojin Yoon

Commun Sci Disord. 2019;24(3):636-646. Published online 2019 September 30 DOI: https://doi.org/10.12963/csd.19648

Working memory and fluid intelligence predict reading comprehension in school‐age children: A one‐year longitudinal study

Santiago Vernucci, Yesica Aydmune, María Laura Andrés, Débora Inés Burin, Lorena Canet‐Juric

Applied Cognitive Psychology. 2021;

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Comparison of Two Oral Reading Feedback Strategies in Improving Reading Comprehension of School-Age Children with Low Reading Ability

Linda K. Crowe

Remedial and Special Education. 2005;26(1):32-42

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Reading and Text Comprehension Skills in School-age Children with Autism Spectrum Disorders

Jakob Åsberg Johnels

Comprehensive Guide to Autism. 2014;1031-1042

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How does word knowledge facilitate reading comprehension in a second language? A longitudinal study in Chinese primary school children learning English

Qiuzhi Xie, Yuyang Cai, Susanna Siu-sze Yeung

Reading and Writing. 2022;

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Rhythm and reading development in school-age children: a longitudinal study

Dana David, Lesly Wade-Woolley, John R. Kirby, Katharine Smithrim

Journal of Research in Reading. 2007;30(2):169-183

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Reading with meaning: the contributions of meaning-related variables at the word and subword levels to early Chinese reading comprehension

Juan Zhang, Catherine McBride-Chang, Xiuli Tong, Anita M.-Y. Wong, Hua Shu, Cathy Y.-C. Fong

Reading and Writing. 2011;25(9):2183-2203

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Investigating the contributions of background knowledge and reading comprehension strategies to L2 reading comprehension: an exploratory study

Levi McNeil

Reading and Writing. 2010;24(8):883-902

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The role of two reading strategies in text comprehension: An eye fixation study in primary school children

Menno van der Schoot, Alain L. Vasbinder, Tako M. Horsley, Ernest C.D.M. van Lieshout

Journal of Research in Reading. 2008;31(2):203-223

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How does home literacy environment influence reading comprehension in Chinese? Evidence from a 3-year longitudinal study

Su-Zhen Zhang, Tomohiro Inoue, Hua Shu, George K. Georgiou

Reading and Writing. 2019;33(7):1745-1767

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Development of orthographic knowledge in German-speaking children: a 2-year longitudinal study

Elena Ise, Carolin Judith Arnoldi, Gerd Schulte-Körne

Journal of Research in Reading. 2012;37(3):233-249

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