PublisherDOIYearVolumeIssuePageTitleAuthor(s)Link
Applied Cognitive Psychology10.1002/acp.384120213541115-1124Working memory and fluid intelligence predict reading comprehension in school‐age children: A one‐year longitudinal studySantiago Vernucci, Yesica Aydmune, María Laura Andrés, Débora Inés Burin, Lorena Canet‐Jurichttps://onlinelibrary.wiley.com/doi/pdf/10.1002/acp.3841, https://onlinelibrary.wiley.com/doi/full-xml/10.1002/acp.3841, https://onlinelibrary.wiley.com/doi/pdf/10.1002/acp.3841
Remedial and Special Education10.1177/07419325050260010501200526132-42Comparison of Two Oral Reading Feedback Strategies in Improving Reading Comprehension of School-Age Children with Low Reading AbilityLinda K. Crowehttp://journals.sagepub.com/doi/pdf/10.1177/07419325050260010501, http://journals.sagepub.com/doi/pdf/10.1177/07419325050260010501
Comprehensive Guide to Autism10.1007/978-1-4614-4788-7_2320141031-1042Reading and Text Comprehension Skills in School-age Children with Autism Spectrum DisordersJakob Åsberg Johnelshttps://link.springer.com/content/pdf/10.1007/978-1-4614-4788-7_23
Reading and Writing10.1007/s11145-022-10360-92022How does word knowledge facilitate reading comprehension in a second language? A longitudinal study in Chinese primary school children learning EnglishQiuzhi Xie, Yuyang Cai, Susanna Siu-sze Yeunghttps://link.springer.com/content/pdf/10.1007/s11145-022-10360-9.pdf, https://link.springer.com/article/10.1007/s11145-022-10360-9/fulltext.html, https://link.springer.com/content/pdf/10.1007/s11145-022-10360-9.pdf
Journal of Research in Reading10.1111/j.1467-9817.2006.00323.x2007302169-183Rhythm and reading development in school-age children: a longitudinal studyDana David, Lesly Wade-Woolley, John R. Kirby, Katharine Smithrimhttps://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1111%2Fj.1467-9817.2006.00323.x, http://onlinelibrary.wiley.com/wol1/doi/10.1111/j.1467-9817.2006.00323.x/fullpdf
Reading and Writing10.1007/s11145-011-9353-420112592183-2203Reading with meaning: the contributions of meaning-related variables at the word and subword levels to early Chinese reading comprehensionJuan Zhang, Catherine McBride-Chang, Xiuli Tong, Anita M.-Y. Wong, Hua Shu, Cathy Y.-C. Fonghttp://link.springer.com/content/pdf/10.1007/s11145-011-9353-4.pdf, http://link.springer.com/article/10.1007/s11145-011-9353-4/fulltext.html, http://link.springer.com/content/pdf/10.1007/s11145-011-9353-4
Reading and Writing10.1007/s11145-010-9230-62010248883-902Investigating the contributions of background knowledge and reading comprehension strategies to L2 reading comprehension: an exploratory studyLevi McNeilhttp://link.springer.com/content/pdf/10.1007/s11145-010-9230-6.pdf, http://link.springer.com/article/10.1007/s11145-010-9230-6/fulltext.html, http://link.springer.com/content/pdf/10.1007/s11145-010-9230-6
Journal of Research in Reading10.1111/j.1467-9817.2007.00354.x2008312203-223The role of two reading strategies in text comprehension: An eye fixation study in primary school childrenMenno van der Schoot, Alain L. Vasbinder, Tako M. Horsley, Ernest C.D.M. van Lieshouthttps://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1111%2Fj.1467-9817.2007.00354.x, http://onlinelibrary.wiley.com/wol1/doi/10.1111/j.1467-9817.2007.00354.x/fullpdf
Frontiers in Education10.3389/feduc.2023.119487920238Longitudinal contributions of morphological awareness, listening comprehension, and gains in word reading fluency to later word- and text-reading fluencyJamie L. Metsalahttps://www.frontiersin.org/articles/10.3389/feduc.2023.1194879/full
Reading and Writing10.1007/s11145-019-09991-220193371745-1767How does home literacy environment influence reading comprehension in Chinese? Evidence from a 3-year longitudinal studySu-Zhen Zhang, Tomohiro Inoue, Hua Shu, George K. Georgiouhttp://link.springer.com/content/pdf/10.1007/s11145-019-09991-2.pdf, http://link.springer.com/article/10.1007/s11145-019-09991-2/fulltext.html, http://link.springer.com/content/pdf/10.1007/s11145-019-09991-2.pdf