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Artigos de revistas sobre o tema "Reading comprehension"

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Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 9 de janeiro de 2024

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1

C, Emejidio, e Gepila Jr. "Context Clues and Reading Comprehension". International Journal of Psychosocial Rehabilitation 24, n.º 04 (28 de fevereiro de 2020): 2735–46. http://dx.doi.org/10.37200/ijpr/v24i4/pr201381.

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O. Tinapay, Ariel, Rosenie Seno, Diana Lynn Fernandez, James Samillano e Shiela L. Tirol. "Exploring Student Reading Comprehension and Parental Intervention: A Literature Review". International Multidisciplinary Research Journal 3, n.º 4 (23 de dezembro de 2021): 189–99. http://dx.doi.org/10.54476/iimrj220.

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This study aimed to see how parental involvement affects reading proficiency in terms of reading comprehension and word recognition. The related readings from the literature, journals, dissertations, and relevant studies are presented in this review. This helps identify the related literature or readings in parental involvement and reading proficiency of learners arranged for comprehensive understanding. It begins with parental participation, the concept of reading, reading comprehension theories, and reading proficiency levels in the Philippines. Studies showed that parental involvement has positive effects in improving their reading skills.

3

Hall, William S. "Reading comprehension." American Psychologist 44, n.º 2 (1989): 157–61. http://dx.doi.org/10.1037/0003-066x.44.2.157.

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4

Kendeou, Panayiota, Kristen L. McMaster e Theodore J. Christ. "Reading Comprehension". Policy Insights from the Behavioral and Brain Sciences 3, n.º 1 (13 de janeiro de 2016): 62–69. http://dx.doi.org/10.1177/2372732215624707.

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Reading comprehension is multidimensional and complex. The persistent challenges children, adolescents, and even adults face with reading comprehension call for concerted efforts to develop assessments that help identify sources of difficulties and to design instructional approaches to prevent or ameliorate these difficulties. Doing so requires drawing on extant research to understand the core components and processes of reading comprehension. This article reviews the theoretical and empirical literature on the construction of meaning during reading comprehension and derives implications for research, practice, and policy related to instruction and assessment. We focus specifically on the inferential processes that extract meaning from text and the sources of knowledge that facilitate the extraction and construction of meaning.

5

Duffelmeyer, Frederick A., e Dale D. Baum. "Reading Comprehension". Academic Therapy 23, n.º 1 (setembro de 1987): 53–59. http://dx.doi.org/10.1177/105345128702300108.

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6

Ferreira, Aline, Alexandra Gottardo, Christine Javier, John W. Schwieter e Fanli Jia. "Reading comprehension". Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 29, n.º 2 (31 de dezembro de 2016): 613–39. http://dx.doi.org/10.1075/resla.29.2.09fer.

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The role of first language (L1) skills in second language (L2) achievement is often investigated to assist learners in acquiring their L2. There are several factors that may influence potential relations among Spanish and English measures (e.g., age of L2 acquisition, social status, among others). This study investigates relations among L1 and L2 variables for language learners. Specifically, it focuses on relations among oral language (vocabulary), reading (word reading and reading comprehension) variables and sociocultural variables (language dominance, acculturation, socio-economic status) in Spanish-English bilinguals, all of whom were attending school in a large metropolitan, English-speaking region in Canada. Results showed that in both English and Spanish, reading and oral language variables were related. Reading comprehension was related to word reading and vocabulary in the given language. Additionally, reading comprehension in Spanish was related to dominance in that language and to affiliation with the heritage culture.

7

Hồng Mai, Lê. "Reading comprehension strategy – ways to teach reading comprehension skills". Journal of Science, Educational Science 60, n.º 2 (2015): 114–22. http://dx.doi.org/10.18173/2354-1075.2015-0037.

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Skinner, Christopher H., Jacqueline L. Williams, Jennifer Ann Morrow, Andre D. Hale, Christine E. Neddenriep e Renee O. Hawkins. "The validity of reading comprehension rate: Reading speed, comprehension, and comprehension rates". Psychology in the Schools 46, n.º 10 (dezembro de 2009): 1036–47. http://dx.doi.org/10.1002/pits.20442.

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Ngabut, Maria Novary. "READING THEORIES AND READING COMPREHENSION". Journal on English as a Foreign Language 5, n.º 1 (10 de março de 2015): 25. http://dx.doi.org/10.23971/jefl.v5i1.89.

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<p>In this article several reading theories in their relations to reading comprehension teachers and lecturers of English need to know are reviewed. At the theory level, three other Models of Reading, namely Bottom-Up, Top-Down, and Interactive are previously discussed to the Schema Theory. In reviewing the reading comprehension, the history of reading instruction, types and purposes of reading, and cognitive reading skills are discussed. Finally, it reviews six variables involved in the comprehension of English texts.</p><p><strong>Keywords:</strong><strong> </strong><em>m</em><em>odels of r</em><em>eading, schema theory, comprehension</em><em>, background knowledge</em></p>

10

Dolba, Sammy, Louie Gula e Jayrome Nunez. "Reading Teachers: Reading Strategies Employed in Teaching Reading in Grade School". Journal of Language and Literature Studies 2, n.º 2 (25 de novembro de 2022): 62–74. http://dx.doi.org/10.36312/jolls.v2i2.874.

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The purpose of the study. The aims of this research are to determine the teachers' reading style, determine their reading speed, and determine which reading methods are the teachers' strengths and weaknesses utilizing a thorough evaluation of reading techniques from Hawker Brownlow Education. This study utilized the comprehensive assessment of reading strategies from Hawker Brownlow Education. This material is composed of four series of tests namely, Reading Comprehension 1- Historical Fiction, Reading Comprehension 2- History Article, Reading Comprehension 3- Kate Wrote About a Special Zoo, and Reading Comprehension 4- Email written by Carl with different reading passages using the same 12 reading strategies. It is found that readers can effectively comprehend when they use the following strategies namely, finding word meaning in context, understanding sequence, and making predictions. Therefore, the four series of assessments, show that there are varied ways of comprehending a material that might directly influence the duration and time limit allocated in reading and answering the material, the recurring events of the same material used, and the scheduling of reading comprehension tests.

11

Pang, May. "Developing reading comprehension". Educational Psychology 35, n.º 1 (30 de abril de 2014): 128–35. http://dx.doi.org/10.1080/01443410.2014.910979.

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Klingner, Janette K. "Assessing Reading Comprehension". Assessment for Effective Intervention 29, n.º 4 (julho de 2004): 59–70. http://dx.doi.org/10.1177/073724770402900408.

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Venable, Gail Portnuff. "Improving Reading Comprehension". Topics in Language Disorders 24, n.º 1 (janeiro de 2004): 92–93. http://dx.doi.org/10.1097/00011363-200401000-00009.

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14

Reed, Deborah K., Nathan Stevenson e Brandon C. LeBeau. "Reading Comprehension Assessment". Elementary School Journal 120, n.º 2 (dezembro de 2019): 300–318. http://dx.doi.org/10.1086/705784.

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Fletcher, Jack M. "Measuring Reading Comprehension". Scientific Studies of Reading 10, n.º 3 (julho de 2006): 323–30. http://dx.doi.org/10.1207/s1532799xssr1003_7.

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Blaži Ostojić, Antonija. "Reading comprehension processes". Hrvatska revija za rehabilitacijska istraživanja 59, n.º 1 (30 de junho de 2023): 122–43. http://dx.doi.org/10.31299/hrri.59.1.8.

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Reading comprehension is a complex, multifaceted process in which a number of components are appropriately and often simultaneously activated. The importance of different background subprocesses, its complex nature, as well as the interconnection of various components has been demonstrated by various ‘models of reading and reading comprehension’. Based on these models, assessment methods and materials for reading comprehension are developed. However, the models and assessment materials developed so far are mostly derived from research on languages with non-transparent orthography (e.g., English). Therefore, the question arises regarding the extent to which they can or should be applied in languages with shallow, transparent orthography (e.g., Croatian) that have clear and consistent relationships between letters and sounds, as opposed to languages with deep orthography. The main aim of this study was to present a brief review of prominent reading comprehension models and their interconnections through specific levels of language processing (single word, sentence, discourse), as well as to discuss the methodological aspects of assessing reading comprehension processes arising from the presented theoretical models. Motivated by the fact that there is a lack of studies on models and assessment materials in languages with transparent orthography, the application of existing models and assessment methods will be discussed in the context of transparent orthography languages. This study provides comprehensive insights, based on theory, on the key elements to consider when developing an assessment method/tool for reading comprehension, both for research or diagnostic purposes

17

王, 子奇. "Study on Reading Comprehension in Developmental Prosopagnosia—Taking Perceptual Reading Comprehension and Memory Reading Comprehension as Examples". Advances in Social Sciences 12, n.º 10 (2023): 6116–23. http://dx.doi.org/10.12677/ass.2023.1210837.

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18

Kovács, Gabriella. "Reading Strategies, Reading Comprehension, and Translation". Acta Universitatis Sapientiae, Philologica 10, n.º 2 (1 de novembro de 2018): 55–67. http://dx.doi.org/10.2478/ausp-2018-0013.

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AbstractTranslators and language teachers are cultural and intercultural mediators, facilitators of intercultural transfers and border crossings between cultures. The abilities to understand, interpret, and produce written texts appropriately play an essential role in these professions. In the process of translation, source-language texts have to be understood and translated using the most appropriate target-language equivalents. Reading skills and awareness of reading strategies are equally essential for language teachers, who are expected to guide language learners in developing these skills. In this study, we intend to examine the reading habits and reading strategies used by a group of Hungarian translator and teacher trainees when dealing with texts written in English. Their reading comprehension performance will be assessed with a test and compared with their ability to translate English texts into Hungarian. Based on the literature and our personal experience in language teaching, teacher training, and translator training, we assume that students preparing for the above mentioned professions have a well-developed reading strategy awareness and that their reading comprehension skills in English strongly influence the ability to translate texts into their native language.

19

Sadeghi, Elahe, Akbar Afghari e Gholam-Reza Zarei. "Shadow-Reading Effect on Reading Comprehension: Actualization of Interactive Reading Comprehension: (A Vygotskyan View!)". English Language Teaching 9, n.º 3 (14 de fevereiro de 2016): 130. http://dx.doi.org/10.5539/elt.v9n3p130.

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<p>Reading comprehension has been the main concern for second language learners and researchers. Today with rising interests towards Vygotskyan Sociocultural Theory (SCT), attempts have been made to insert Vygotskyan approach into Foreign/Second Language classrooms emphasizing the role of scaffolding and meaningful interactions to promote learners’ comprehension. Having this on mind, the current study used shadow-reading as a means of meaning internalization to see if it affects on reading comprehension. To this end, 52 junior EFL learners from two universities were randomly assigned to experimental and control groups. A pretest of reading comprehension including 4 reading passages with 20 Multiple Choice items was administered to the learners to see if they were at the similar level of reading comprehension. During 10 sessions, the learners were provided with shadow-reading strategy in which they were required to listen and repeat the passage in a well-disciplined imitative task and, then summarize what they had comprehended from the text. A reading comprehension post test was also administered at the end of the semester after 10 sessions of conducting shadowing. The data of the first and the last sessions was analysed. The findings of the study showed that shadow-reading has significantly influenced learners’ comprehension. The results also lent support to Vygotskyan theory in that using shadowing as a means of meaningful imitation and interaction facilitates comprehension among learners. The results also shed light on the way through which instructors try to promote learners’ comprehension. It seems that shadow reading due to its sociocultural traits can be used as an appropriate means of promoting reading comprehension all over the world.</p>

20

Ahn, Hyobin, e Yusun Kang. "Reading Fluency and Listening Comprehension Abilities as Predictors of Reading Comprehension". English Teaching 71, n.º 1 (31 de março de 2016): 3–24. http://dx.doi.org/10.15858/engtea.71.1.201603.3.

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21

D, D. "The Impact of Vocabulary, Inferencing, and Metacognitive Strategies on Second Language Reading Comprehension". English Teachers Association in Korea 29, n.º 4 (31 de dezembro de 2023): 1–24. http://dx.doi.org/10.35828/etak.2023.29.4.1.

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This study aims to explore exploring the predictive factors of second language (L2) reading comprehension scores, specifically focusing on L2 vocabulary knowledge, first language (L1) syllogistic inferencing, L1 reading comprehension, and L2 reading metacognitive strategy use. The study involved 90 Korean EFL university students. Their L2 vocabulary knowledge, L1 syllogistic inferencing, L1 reading comprehension, L2 metacognitive reading strategy use scores were collected and analyzed for their influence on L2 reading comprehension scores. A path analysis was conducted for data analysis. The findings revealed that both L2 linguistic knowledge and proficiency in L1 reading comprehension had a positive impact on L2 reading comprehension scores, underscoring the significance of language-specific and crosslinguistic factors, respectively, in the comprehension of L2 reading. The results also indicated an indirect effect of L1 syllogistic inferencing skills on L2 reading comprehension through L1 reading comprehension. This implies that L1 syllogistic inferencing may boost L1 reading comprehension, subsequently benefiting L2 reading comprehension. Furthermore, the study brought to light the potential adverse effects of L2 support reading strategies on L2 reading comprehension. Overall, this study adds to our comprehensive understanding of L2 reading comprehension by shedding light on the intricate interplay of linguistic, cross-linguistic, and metacognitive factors.

22

O'Shea, Lawrence J., Paul T. Sindelar e Dorothy J. O'Shea. "The Effects of Repeated Readings and Attentional Cues on Reading Fluency and Comprehension". Journal of Reading Behavior 17, n.º 2 (junho de 1985): 129–42. http://dx.doi.org/10.1080/10862968509547535.

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The failure of some researchers to find improved reading comprehension with increased fluency may result from the assumption that readers automatically shift attention to comprehension when fluency is established. Research on cuing readers to a purpose in reading suggests that a simple cue about comprehension may be sufficient to prompt this attentional shift. In this study, the effects of repeated readings and attentional cues on measures of reading fluency and comprehension were examined. Thirty third graders read separate passages one, three, and seven times following cues to attend to either reading rate or meaning. After the final reading of each passage, the students retold as much of the story as they could. Fluency and proportion of story propositions retold were analyzed in repeated measures analyses of variance. Significant main effects for both repeated readings and attentional cues were obtained on both dependent measures. Thus, both fluency and comprehension increased as the number of repeated readings increased. In addition, readers cued to fluency read faster but comprehended less than those cued to comprehension. These results suggest that increasing fluency is a less efficient means of improving comprehension than presenting cues about comprehension.

23

Suswanti, Hermi. "IMPROVING STUDENTS’ READING COMPREHENSION OF PROCEDURE TEXTS BY USING COLLABORATIVE STRATEGIC READING". TELL-US Journal 7, n.º 1 (31 de março de 2021): 59–79. http://dx.doi.org/10.22202/tus.2021.v7i1.4809.

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Hwang, Inseul, e Joohyun Bae. "Foreign language reading anxiety and reading comprehension of Korean secondary EFL students". Secondary English Education 15, n.º 4 (30 de novembro de 2022): 35–58. http://dx.doi.org/10.20487/kasee.15.4.202211.35.

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25

Setiyadi, Ruli, Uus Kuswendi e Muhammad Ghiyats Ristiana. "Learning of Reading Comprehension through Reading Workshop in the Industry 4.0". Mimbar Sekolah Dasar 6, n.º 2 (30 de julho de 2019): 160. http://dx.doi.org/10.17509/mimbar-sd.v6i2.17397.

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Reading comprehension is still considered as a part of new literacy required to encounter the Industry 4.0. Reading comprehension in this era is related to reading the data presented in technology. In addition to students’ ability to understand readings, students sort positive and negative information in a reading through reading comprehension. Students can also get used to utilize the internet access to read various information and stories. Therefore, the presence of the Industry 4.0 is considered to not have negative effects on students. This research focuses on examining the online magazine-based reading workshop model towards the improvement of fourth grade students’ reading comprehension skills. The research employed quasi experiment methods with a nonequivalent group design. The research sample was selected purposively from fourth grade students in primary schools in Cimahi City. The data were collected using the test of reading comprehension skills and were analyzed using inferential statistics with the assistance of the SPSS 21.0 program. Through this research, the researchers are expected that the online magazine-based reading workshop model has an effect on the improvement of the fourth-grade students’ reading comprehension skills.

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Setiyadi, Ruli, Uus Kuswendi e Muhammad Ghiyats Ristiana. "Learning of Reading Comprehension through Reading Workshop in the Industry 4.0". Mimbar Sekolah Dasar 6, n.º 2 (30 de julho de 2019): 160–73. http://dx.doi.org/10.53400/mimbar-sd.v6i2.17397.

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Reading comprehension is still considered as a part of new literacy required to encounter the Industry 4.0. Reading comprehension in this era is related to reading the data presented in technology. In addition to students ability to understand readings, students sort positive and negative information in a reading through reading comprehension. Students can also get used to utilize the internet access to read various information and stories. Therefore, the presence of the Industry 4.0 is considered to not have negative effects on students. This research focuses on examining the online magazine-based reading workshop model towards the improvement of fourth grade students reading comprehension skills. The research employed quasi experiment methods with a nonequivalent group design. The research sample was selected purposively from fourth grade students in primary schools in Cimahi City. The data were collected using the test of reading comprehension skills and were analyzed using inferential statistics with the assistance of the SPSS 21.0 program. Through this research, the researchers are expected that the online magazine-based reading workshop model has an effect on the improvement of the fourth-grade students reading comprehension skills.

27

Saraswati, Nais, e Mbarep Wicaksono. "ENHANCING READING FLUENCY AND COMPREHENSION IN ORAL READING THROUGH READING THEATRE". Journal of Research on Language Education 2, n.º 2 (30 de julho de 2021): 88. http://dx.doi.org/10.33365/jorle.v2i2.1107.

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Comprehension is the key of success reading. Researchers have shown that reading comprehension is improved when fluency increased. In order to construct the meaning of the text, instructional strategy which helps English language learners decode word until they fluently read and understand must be applied. This paper focuses on discussing the effects of using Readers Theatre as strategy to enhance English language learners fluency and comprehension in oral reading. It also provides the overview of the use of repeated reading. Readers Theater in particular, the role of fluency and comprehension in reading and the correlation about how fluency influences reading comprehension.

28

Moir, Taryn. "The psychology within models of reading comprehension and the educational psychologist’s role in taking theory into practice". Educational and Child Psychology 36, n.º 3 (setembro de 2019): 52–64. http://dx.doi.org/10.53841/bpsecp.2019.36.3.52.

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Aim:This position paper illustrates prominent theories of reading comprehension and considers how these models have informed reading instruction within the classroom. It then considers how reading comprehension can be supported by educational psychologists (EPs).Methods:This paper presents five sociocultural models of reading comprehension. These models are discussed and used to inform EPs’ understanding of effective reading comprehension instruction.Findings:Metacognitive and sociocultural models provide clues that can enhance EPs’ understanding of what potentially makes the reading process break down and how reading can be supported within the classroom.Limitations:There are many models of reading comprehension; a comprehensive study of all would not be feasible within the scope of this paper.Discussion/Conclusions:This study offers seven recommendations regarding reading instruction and how EPs can support schools.Keywords:reading comprehension; metacognition; research into practice; reading models; reading instruction

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Rahmawati, Aulia, Ida Rosmalina e Hesti Wahyuni Anggraini. "Prosodic reading and reading comprehension in university". EduLite: Journal of English Education, Literature and Culture 5, n.º 1 (29 de fevereiro de 2020): 89. http://dx.doi.org/10.30659/e.5.1.89-108.

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This study was aimed at investigating the students’ English reading comprehension on the basis of the importance of prosodic reading in university level by first, measuring the levels of reading prosody and reading comprehension, characterizing the acoustic characteristics produced by the students, and at last associating the first variable to the second variable. Prosodic reading levels were measured by using Multidimensional Fluency Scale, containing four dimensions. To explore the six types of syntactically complex structures produced by the students orally, this study conducted a descriptive analysis, only focused on some features. The findings showed that the students experienced moderate level of reading prosody and reading comprehension. Also, it could be reported that a significant correlation was found between the two variables. The study reported that prosodic reading contributed to reading comprehension with r-obtained .538. A thorough analysis explained that some other related predictors influenced students’ comprehension, like difficulties in recognizing the vocabulary, lack of knowledge to review the four types of sentences, and the length of the passage. Among four dimensions, only pace and expression & volume did contribute to reading comprehension much. Different pause structures produced by the students and the native speakers were clearly identified. This was shown as many students had a long pause and sound hesitate due to their inability to decode the words. Moreover, most of them could not comprehend the sentence structure of the text, when to pause, which words were needed to be stressed, and the intonation used. As a result, they read in a two-three phrases and declined to notice where the endings of sentences and clauses were definitely stated. These results confirmed that pause structure commits as a pivotal factor in determining students’ reading comprehension.

30

Peñafiel Arcos, Edison Boanerges. "Reading: An overview prior to reading comprehension". SATHIRI, n.º 4 (20 de junho de 2018): 317. http://dx.doi.org/10.32645/13906925.256.

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Reading comprehension is defined as the level of understanding of a text/message. This understanding comes from the interaction between the words that are written and how they trigger knowledge outside the text/message. Another important component of reading comprehension is the activation of prior knowledge or making connections while reading. So, Readers must be able to draw from their experiences to apply what they are reading. If a student is not able to activate the schema necessary for a specific piece of text, his or her comprehension will be either distorted or greatly hindered. For decades, a great amount of studies have been done to investigate the influences of reading strategies on readers’ comprehension. It has no longer been considered as a static and passive process in decoding words and recoding meanings of individual words or phrases. Instead, reading comprehension has been deemed as an active, dynamic, and growing process of searching for interrelationships in a text. In this context, this research presents those fundamentals that readers bring to the text, the factors that affect reading, as well as the reading phases and their supportive strategies.

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Boa Sorte, Paulo. "Mark the correct answer? To whom? Deconstructing reading comprehension". JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 1, n.º 1 (11 de dezembro de 2020): 11550. http://dx.doi.org/10.20952/jrks1111550.

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In this essay, I argue that teaching reading comprehension can be based on the read oneself reading’s view, which consists of reading a text at the same time that we read ourselves. In other words, we need to be aware, at all times, of the way we read texts and make meaning by taking responsibility for our own interpretations because both the writer and the reader are text producers. First, I begin by giving an example of how traditional ideals of reading do not include the plurality of ideas. I then explain how teaching through critical literacy can be used to reflect upon the identities of students, teachers and school community members in a classroom of English for speakers of other languages. I conclude by reaffirming the consequences of homogenizing readings and interpretations in addition to reflecting upon possible formative paths to the post-truth times we live in.

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Perkins, Kyle, e Xuan Jiang. "Neuroimaging and Reading Comprehension". Journal of Interdisciplinary Studies in Education 8, n.º 2 (30 de dezembro de 2019): 74–94. http://dx.doi.org/10.32674/jise.vi0.649.

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In this position paper, we advocate that advancements made in other disciplinary areas such as neurolinguistics should be included into contemporary reading comprehension courses and programs. We present findings from neurobiology of reading that suggest explanation of certain reading behaviors: (1) the differences between reading disability and typically developing readers; (2) an inverted U-shaped function that reflects the fact that learning to read is associated with increased activation (the rising part of the inverted U) and activation decreases are associated with familiarity, experience, and expertise (the falling part of the inverted U); (3) and, the identification of reading networks. As potential pedagogical implications of neuroimaging studies to reading, a list of sentence structures is proposed as an example to further relate reading comprehension to cognitive capacity limits.

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Salem, Ashraf Atta Mohamed Safein. "Scaffolding Reading Comprehension Skills". English Language Teaching 10, n.º 1 (23 de dezembro de 2016): 97. http://dx.doi.org/10.5539/elt.v10n1p97.

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The current study investigates whether English language teachers use scaffolding strategies for developing their students’ reading comprehension skills or just for assessing their comprehension. It also tries to demonstrate whether teachers are aware of these strategies or they use them as a matter of habit. A questionnaire as well as structured interviews were basically designed for the purpose of the study. The descriptive qualitative research design was adopted due to suitability for the nature of the study. Results of the study revealed that Non-native English language teachers are not aware of the nature of scaffolding strategies they use; they use such strategies for the purpose of assessing their students’ comprehension rather than scaffolding their comprehension. It is recommended that English language teachers have an adequate orientation of the nature of scaffolding strategies, to what extent to be used (when to begin using these strategies and when to stop using them) and the significance in developing comprehension skills of students in the mainstream schools.

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HABIB, Madani. "Assessment of Reading Comprehension". Revista Romaneasca pentru Educatie Multidimensionala VIII, n.º I (27 de junho de 2016): 125–47. http://dx.doi.org/10.18662/rrem/2016.0801.08.

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Foroughi, Cyrus K., Nicole E. Werner, Daniela Barragán e Deborah A. Boehm-Davis. "Interruptions disrupt reading comprehension." Journal of Experimental Psychology: General 144, n.º 3 (junho de 2015): 704–9. http://dx.doi.org/10.1037/xge0000074.

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McClung, Nicola A., e P. David Pearson. "Reading comprehension across languages". Written Language and Literacy 22, n.º 1 (20 de novembro de 2019): 33–66. http://dx.doi.org/10.1075/wll.00019.mcc.

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Abstract Orthographic depth, the degree of spelling-to-sound consistency in a language, has been hypothesized to affect the ease with which children learn to read words. However, the relationship between orthographic depth and reading comprehension is less well understood. In this study, focusing on countries in which two international assessments (PISA and PIRLS) were given in two or more languages, we examine data from elementary and high-school readers of Finnish, Swedish, Italian, German, Dutch, French and English). Findings suggest that that there may be some trade-offs between shallow and deep orthographies in terms of the specific ways that they map onto the phonological and deep meaning representations required for cognitive processing during an activity such as comprehension. These trade-offs serve to differentially support or inhibit readers depending on where they are situated on the achievement continuum.

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Erickson, Karen. "Reading Comprehension in AAC". ASHA Leader 8, n.º 12 (junho de 2003): 6–9. http://dx.doi.org/10.1044/leader.ftr1.08122003.6.

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García, J. Ricardo, e Kate Cain. "Decoding and Reading Comprehension". Review of Educational Research 84, n.º 1 (março de 2014): 74–111. http://dx.doi.org/10.3102/0034654313499616.

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Miller, Leah D., e Kyle Perkins. "ESL Reading Comprehension Instruction". RELC Journal 21, n.º 1 (junho de 1990): 79–94. http://dx.doi.org/10.1177/003368829002100106.

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Nation, Kate, e Courtenay Frazier Norbury. "Why Reading Comprehension Fails". Topics in Language Disorders 25, n.º 1 (janeiro de 2005): 21–32. http://dx.doi.org/10.1097/00011363-200501000-00004.

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Sorrell, Adrian L. "Three Reading Comprehension Strategies". Academic Therapy 25, n.º 3 (janeiro de 1990): 359–68. http://dx.doi.org/10.1177/105345129002500310.

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Anmarkrud, Øistein, e Ivar Bråten. "Motivation for reading comprehension". Learning and Individual Differences 19, n.º 2 (junho de 2009): 252–56. http://dx.doi.org/10.1016/j.lindif.2008.09.002.

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Meine, Curt. "Reading(s) for Comprehension". Conservation Biology 26, n.º 4 (19 de julho de 2012): 749–51. http://dx.doi.org/10.1111/j.1523-1739.2012.01889.x.

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Fuentes, Peter. "Reading Comprehension in Mathematics". Clearing House: A Journal of Educational Strategies, Issues and Ideas 72, n.º 2 (novembro de 1998): 81–88. http://dx.doi.org/10.1080/00098659809599602.

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Hulme, Charles, e Margaret J. Snowling. "Children's Reading Comprehension Difficulties". Current Directions in Psychological Science 20, n.º 3 (24 de maio de 2011): 139–42. http://dx.doi.org/10.1177/0963721411408673.

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Singer, Murray. "Validation in Reading Comprehension". Current Directions in Psychological Science 22, n.º 5 (25 de setembro de 2013): 361–66. http://dx.doi.org/10.1177/0963721413495236.

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Coyne, Jennifer, e Nancy Ewald Jackson. "Comprehending Reading Comprehension Failures?" Contemporary Psychology: A Journal of Reviews 43, n.º 2 (fevereiro de 1998): 133–34. http://dx.doi.org/10.1037/001519.

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POPOV, ALEXANDER. "Creativity and Reading Comprehension". Journal of Creative Behavior 26, n.º 3 (setembro de 1992): 206–12. http://dx.doi.org/10.1002/j.2162-6057.1992.tb01177.x.

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