The contribution of cognitive flexibility to children's reading comprehension – the case for Danish.
- Published in:
- Journal of Research in Reading, 2018, v. 41, p. S130, doi. 10.1111/1467-9817.12251
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- Publication type:
- Article
Works matching IS 01410423 AND DT 2018 AND VI 41
Results: 58
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Bilingualism, cognates and reading fluency in children.
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- Journal of Research in Reading, 2018, v. 41, p. S12, doi. 10.1111/1467-9817.12263
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- Article
3
Distributional analyses of word frequency effects in Chinese sentence reading and lexical decision tasks.
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- Journal of Research in Reading, 2018, v. 41, p. S183, doi. 10.1111/1467-9817.12259
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- Article
4
Phonological effects in visual word recognition: evidence from the processing of two types of Hebrew acronyms.
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- Journal of Research in Reading, 2018, v. 41, p. S1, doi. 10.1111/1467-9817.12240
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- Article
5
Short‐term gains, long‐term losses? A diary study on literacy practices in Ghana.
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- Journal of Research in Reading, 2018, v. 41, p. S66, doi. 10.1111/1467-9817.12136
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- Publication type:
- Article
6
A systematic literature review of the organisational arrangements of primary school‐based reading interventions for struggling readers.
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- Journal of Research in Reading, 2018, v. 41, p. S197, doi. 10.1111/1467-9817.12264
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- Article
7
What is the relationship between reading prosody and reading comprehension in European Portuguese? Evidence from grades 2 to 5.
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- Journal of Research in Reading, 2018, v. 41, p. S102, doi. 10.1111/1467-9817.12248
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- Article
8
Validating information during reading: the effect of recency.
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- Journal of Research in Reading, 2018, v. 41, p. S85, doi. 10.1111/1467-9817.12244
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9
Does memory contribute to reading comprehension in adults who struggle with reading?
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- Journal of Research in Reading, 2018, v. 41, p. S163, doi. 10.1111/1467-9817.12258
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- Article
10
Adolescents' enjoyment of reading as a predictor of reading achievement: new evidence from a cross‐country survey.
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- Journal of Research in Reading, 2018, v. 41, p. S149, doi. 10.1111/1467-9817.12257
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11
For me or for them: how in‐group identification and beliefs influence the comprehension of controversial texts.
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- Journal of Research in Reading, 2018, v. 41, p. S48, doi. 10.1111/1467-9817.12132
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- Article
12
Exploring the use of personalised professional development to enhance teacher knowledge and reading instruction in the upper elementary grades.
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- Journal of Research in Reading, 2018, v. 41, p. S30, doi. 10.1111/1467-9817.12130
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13
Issue Information.
- Published in:
- Journal of Research in Reading, 2018, v. 41, n. 4, p. N.PAG, doi. 10.1111/1467-9817.12265
- Publication type:
- Article
14
Engagement and literacy: reading between the lines.
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- Journal of Research in Reading, 2018, v. 41, n. 4, p. 732, doi. 10.1111/1467-9817.12262
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- Article
15
Engaging children as readers and writers in high‐poverty contexts.
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- Journal of Research in Reading, 2018, v. 41, n. 4, p. 716, doi. 10.1111/1467-9817.12261
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- Article
16
Indian students learning to read English: an analysis using the simple view of reading.
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- Journal of Research in Reading, 2018, v. 41, n. 2, p. 312, doi. 10.1111/1467-9817.12105
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- Article
17
What really matters: The role of behavioural engagement in multiple document literacy tasks.
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- Journal of Research in Reading, 2018, v. 41, n. 4, p. 680, doi. 10.1111/1467-9817.12247
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18
Improving literacy engagement: enablers, challenges and catering for students from disadvantaged backgrounds.
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- Journal of Research in Reading, 2018, v. 41, n. 4, p. 615, doi. 10.1111/1467-9817.12252
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- Article
19
Reading engagement and reading literacy performance: effective policy and practices at home and in school.
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- Journal of Research in Reading, 2018, v. 41, n. 4, p. 657, doi. 10.1111/1467-9817.12246
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- Article
20
Do writing motivational beliefs predict middle school students' writing performance?
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- Journal of Research in Reading, 2018, v. 41, n. 4, p. 642, doi. 10.1111/1467-9817.12245
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- Article
21
Using student voice to promote reading engagement for economically disadvantaged students.
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- Journal of Research in Reading, 2018, v. 41, n. 4, p. 700, doi. 10.1111/1467-9817.12249
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- Article
22
The impact of reading at rapid rates on inference generation.
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- Journal of Research in Reading, 2018, v. 41, n. 3, p. 564, doi. 10.1111/1467-9817.12125
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23
How do perceptions of importance support from a reading intervention affect students' motivation, engagement, and comprehension?
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- Journal of Research in Reading, 2018, v. 41, n. 4, p. 625, doi. 10.1111/1467-9817.12243
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- Publication type:
- Article
24
The role of semantic retrieval in children's reading comprehension development in the upper primary grades.
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- Journal of Research in Reading, 2018, v. 41, n. 3, p. 597, doi. 10.1111/1467-9817.12128
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- Publication type:
- Article
25
The role of topic‐related background knowledge in visual attention to illustration and children's word learning during shared book reading.
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- Journal of Research in Reading, 2018, v. 41, n. 3, p. 582, doi. 10.1111/1467-9817.12127
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- Publication type:
- Article
26
Issue Information.
- Published in:
- Journal of Research in Reading, 2018, v. 41, n. 3, p. 1, doi. 10.1111/1467-9817.12253
- Publication type:
- Article
27
Becoming literate in Chinese: a comparison of native‐speaking and non‐native‐speaking children.
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- Journal of Research in Reading, 2018, v. 41, n. 3, p. 511, doi. 10.1111/1467-9817.12122
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- Publication type:
- Article
28
Word frequency and readability: Predicting the text‐level readability with a lexical‐level attribute.
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- Journal of Research in Reading, 2018, v. 41, n. 3, p. 486, doi. 10.1111/1467-9817.12121
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- Publication type:
- Article
29
Readers Theatre: effects on word recognition automaticity and reading prosody.
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- Journal of Research in Reading, 2018, v. 41, n. 3, p. 475, doi. 10.1111/1467-9817.12120
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30
Developing mental orthographic representations in refugee spellers with low literacy: how much input is too much?
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- Journal of Research in Reading, 2018, v. 41, n. 3, p. 455, doi. 10.1111/1467-9817.12118
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- Article
31
Implicit prosody and parsing in silent reading.
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- Journal of Research in Reading, 2018, v. 41, n. 3, p. 546, doi. 10.1111/1467-9817.12124
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32
Bibliotherapeutic book club intervention to promote reading skills and social–emotional competencies in low SES community‐based high schools: A randomised controlled trial.
- Published in:
- Journal of Research in Reading, 2018, v. 41, n. 3, p. 525, doi. 10.1111/1467-9817.12123
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- Article
33
Early event‐related potentials differences in orthographic processing of native and non‐native Chinese readers.
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- Journal of Research in Reading, 2018, v. 41, n. 3, p. 403, doi. 10.1111/1467-9817.12115
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34
Supporting emergent literacy for English language learners with computer‐assisted instruction.
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- Journal of Research in Reading, 2018, v. 41, n. 2, p. 350, doi. 10.1111/1467-9817.12110
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- Article
35
The recognition of letters in emergent literacy in German: evidence from a longitudinal study.
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- Journal of Research in Reading, 2018, v. 41, n. 3, p. 423, doi. 10.1111/1467-9817.12116
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- Publication type:
- Article
36
The relation between orthographic processing and spelling in grade 1 French immersion children.
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- Journal of Research in Reading, 2018, v. 41, n. 2, p. 290, doi. 10.1111/1467-9817.12104
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- Publication type:
- Article
37
Developmental aspects of reading motivation and reading achievement among second grade low achievers and typical readers.
- Published in:
- Journal of Research in Reading, 2018, v. 41, n. 3, p. 438, doi. 10.1111/1467-9817.12117
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- Publication type:
- Article
38
The immediate and longer‐term effectiveness of a speech‐rhythm‐based reading intervention for beginning readers.
- Published in:
- Journal of Research in Reading, 2018, v. 41, n. 1, p. 220, doi. 10.1111/1467-9817.12126
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- Publication type:
- Article
39
Reciprocal relations between intrinsic reading motivation and reading competence: A comparison between native and immigrant students in Germany.
- Published in:
- Journal of Research in Reading, 2018, v. 41, n. 1, p. 176, doi. 10.1111/1467-9817.12113
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- Article
40
Issue Information.
- Published in:
- Journal of Research in Reading, 2018, v. 41, n. 2, p. 1, doi. 10.1111/1467-9817.12138
- Publication type:
- Article
41
It may not be that difficult the second time around: the effects of rereading on the comprehension and metacomprehension of negated text.
- Published in:
- Journal of Research in Reading, 2018, v. 41, n. 2, p. 392, doi. 10.1111/1467-9817.12114
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- Publication type:
- Article
42
Reliance on orthography and phonology in reading of Chinese: A developmental study.
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- Journal of Research in Reading, 2018, v. 41, n. 2, p. 370, doi. 10.1111/1467-9817.12111
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- Publication type:
- Article
43
Can earlier literacy skills have a negative impact on future home literacy activities? Evidence from Japanese.
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- Journal of Research in Reading, 2018, v. 41, n. 1, p. 159, doi. 10.1111/1467-9817.12109
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- Publication type:
- Article
44
The effects of spaces on word segmentation in Chinese reading: Evidence from eye movements.
- Published in:
- Journal of Research in Reading, 2018, v. 41, n. 2, p. 329, doi. 10.1111/1467-9817.12106
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- Publication type:
- Article
45
The development of stress sensitivity and its contribution to word reading in school‐aged children.
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- Journal of Research in Reading, 2018, v. 41, n. 2, p. 259, doi. 10.1111/1467-9817.12094
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- Article
46
Issue Information.
- Published in:
- Journal of Research in Reading, 2018, v. 41, n. 1, p. 1, doi. 10.1111/1467-9817.12134
- Publication type:
- Article
47
Creative literacy activities promote positive reading attitude in children learning English as a foreign language.
- Published in:
- Journal of Research in Reading, 2018, v. 41, n. 2, p. 278, doi. 10.1111/1467-9817.12096
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- Publication type:
- Article
48
Direct and indirect effects of executive function on reading comprehension in young adults.
- Published in:
- Journal of Research in Reading, 2018, v. 41, n. 2, p. 243, doi. 10.1111/1467-9817.12091
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- Publication type:
- Article
49
An evaluation of the effectiveness of a computer‐assisted reading intervention.
- Published in:
- Journal of Research in Reading, 2018, v. 41, n. 1, p. 140, doi. 10.1111/1467-9817.12107
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- Publication type:
- Article
50
Why do boys and girls perform differently on PISA Reading in Finland? The effects of reading fluency, achievement behaviour, leisure reading and homework activity.
- Published in:
- Journal of Research in Reading, 2018, v. 41, n. 1, p. 122, doi. 10.1111/1467-9817.12103
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- Publication type:
- Article