Reading Research Quarterly
SSCI-ISI SCOPUS (1996-2025)
0034-0553
1936-2722
Mỹ
Cơ quản chủ quản: Wiley-Blackwell , WILEY
Lĩnh vực:
EducationDevelopmental and Educational Psychology
Các bài báo tiêu biểu
Aligning Theory and Assessment of Reading Fluency: Automaticity, Prosody, and Definitions of Fluency
Tập 45 Số 2 - Trang 230-251 - 2010
ABSTRACTOver the past decade, fluent reading has come to be seen as a central
component of skilled reading and a driving force in the literacy curriculum.
However, much of this focus has centered on a relatively narrow definition of
reading fluency, one that emphasizes automatic word recognition. This article
attempts to expand this understanding by synthesizing several key aspects of
research on ...
The Social Construction of Intertextuality in Classroom Reading and Writing Lessons
Tập 28 Số 4 - Trang 304 - 1993
Assessing narrative comprehension in young children
Tập 38 Số 1 - Trang 36-76 - 2003
ABSTRACTSThis article explains the creation and validation of the Narrative
Comprehension of Picture Books task (NC task), an assessment of young children's
comprehension of wordless picture books. Study 1 explored developmental changes
among 158 K‐2 children in narrative comprehension and the correlations among
children's performance on the NC task and other measures of early reading. There
was s...
Reading Attitudes of Middle School Students: Results of a U.S. Survey
Tập 47 Số 3 - Trang 283-306 - 2012
AbstractTo examine the current state of reading attitudes among middle school
students in the United States, a survey was developed and administered to 4,491
students in 23 states plus the District of Columbia. The instrument comprised
four subscales measuring attitudes toward: recreational reading in print
settings, recreational reading in digital settings, academic reading in print
settings, and...
The efficacy of electronic books in fostering kindergarten children's emergent story understanding
Tập 39 Số 4 - Trang 378-393 - 2004
ABSTRACTSA counterbalanced, within‐subjects design was carried out to study the
efficacy of electronic books in fostering kindergarten children's emergent story
understanding. The study compared effects of children's independent reading of
stories electronically with effects of printed books read aloud by adults.
Participants were 18 four‐ to five‐year‐old Dutch kindergarten children in the
initia...
Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension
Tập 50 Số 4 - Trang 459-481 - 2015
The Role of Comprehension Monitoring, Theory of Mind, and Vocabulary Depth in Predicting Story Comprehension and Recall of Kindergarten Children
Tập 49 Số 2 - Trang 169-187 - 2014
Relationships of Instruction to Amount of Reading: An Exploration of Social, Cognitive, and Instructional Connections
Tập 30 Số 1 - Trang 8 - 1995
Heightening Fourth-Grade Students' Sensitivity to Sources of Information for Answering Comprehension Questions
Tập 20 Số 3 - Trang 282 - 1985