You are on page 1of 26

References

Anderson, R. C., & Freebody, P. (1981) Vocabulary knowledge. In J. T. Guthrie (Ed.),


Comprehension and teaching: Research reviews (pp. 77-117). Newark DE: International Reading
Association.

Baddeley, A. D. (1979). Working memory and reading. In P. A. Kolers, M. E. Wrolstad, & H.


Bouma (Eds.), Procession of visible language (Vol. 1, pp. 355-370). New York: Plenum.

Baddeley, A., Logie, R., & Nimmo-Smith, I. (1985). Components of fluent reading. Journal of
Memory and Language, 24(1), 119-131.

Baker, L. (1984). Spontaneous versus instructed use of multiple standards for evaluating
comprehension: Effects of age, reading proficiency, and type of standard. Journal of
Experimental Child Psychology, 38, 289-311.

Barnes, M. A., Dennis, M., & Haefele-Kalvaitis. (1996). The effects of knowledge availability and
knowledge accessibility on coherence and elaborative inferencing in children from six to fifteen
years of age. Journal of Experimental Child Psychology, 61, 216-241.

Bar-Shalom, E., Crain, S., & Shankweiler, D. (1993). A comparison of comprehension and
production abilities of good and poor readers. Applied Psycholinguistics, 14, 197-227.

Beck, I., McKeown, M. & Omanson, R. (1987). The effects and uses of diverse vocabulary
instruction techniques. In M. McKeown, & M. E. Curtis (Eds.), The nature of vocabulary
acquisition (pp. 147-163). Hillsdale NJ: Erlbaum.

Cain, K. (1996). Story knowledge and comprehension skill. In C. Cornoldi & J. Oakhill (Eds),
Reading comprehension difficulties: Processes and interventions, pp. 167-192. Mahwah, NJ:
Erlbaum.

Cain, K., & Oakhill, J. V. (1996). The nature of the relationship between comprehension skill and the
ability to tell a story. British Journal of Developmental Psychology, 14, 187-201.

Cain, K., & Oakhill, J. V. (1999). Inference ability and its relation to comprehension failure in young
children. Reading and Writing, 11, 489-503.

Cain, K., Oakhill, J. V., Barnes, M. A., & Bryant, P. E. (2001). Comprehension skill, inference-
making ability, and the relation to knowledge. Memory and Cognition, 29(6), 850-859.

Carpenter, P. A., Miyake, A., & Just, M. A. (1994). Working memory constraints in comprehension:
Evidence from individual differences, aphasia, and aging. In M. Gernsbacher (Ed.), Handbook of
Psycholinguistics (pp. 1075-1122). San Diego, CA: Academic Press.

Casteel, M. A., & Simpson, G.B. (1991). Textual coherence and the development of inferential
generation skills. Journal of Research in Reading, 14, 116-129.
Chi, M. T. H. (1978). Knowledge structures and memory development. In R. Siegler (Ed.),
Childrens thinking: What develops? (pp. 73-96). Hillsdale, NJ: Erlbaum.

Chomsky, N. (1965). Aspects of the theory of syntax. Cambridge, MA: MIT Press.

Crain, K., & Shankweiler, D. (1988). Syntactic complexity and reading acquisition. In A. Davison
& G. M. Green (Eds.), Linguistic complexity and text comprehension: Readability issues
reconsidered (pp. 167-192). Hillsdale, NJ: Erlbaum.

Curtis, M. E. (1980). Development of components of reading skill. Journal of Educational


Psychology, 72, 656-669.

Curtis, M. E. (1987) Vocabulary testing and vocabulary instruction. In M. McKeown, & M. E. Curtis
(Eds.), The nature of vocabulary acquisition (pp. 37-51). Hillsdale NJ: Erlbaum.

Daneman, M. (1988). Word knowledge and reading skill. In. M. Daneman,G. MacKinnon and T.G.
Waller (Eds.), Reading research: Advances in theory and practice, Vol. 6. San Diego: Academic
Press.

Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading.
Journal of Verbal Learning and Verbal Behavior, 19, 450-466.

Daneman, M., & Green, I. (1986). Individual differences in comprehending and producing words in
context. Journal of Memory and Language, 25, 1-18.

Dufva, M., Niemi, P., & Voeten, M. J. M. (2001). The role of phonological memory, word
recognition, and comprehension skills in reading development from preschool to grade 2.
Reading and Writing, 14, 91-117.

Ericsson, K. A., & Delaney, P. F. (1999). Long-term working memory as an alternative to capacity
models of working memory in everyday skilled performance. In A. Miyake & P. Shah (Eds.),
Models of working memory: Mechanisms of active maintenance and executive control (pp. 257-
297). Cambridge University Press.

Ericsson, K. A., & Kintsch, W. (1995). Long-term working memory. Psychological Review, 102(2),
211-245.

Fletcher, J. M., Satz, P., & Scholes, R. J. (1981). Developmental changes in the linguistic
performance correlates of reading achievement. Brain and Language, 13, 78-90.

Garner, R. (1980). Monitoring of understanding: An investigation of good and poor readers


awareness of induced miscomprehension of text. Journal of Reading Behavior, 12, 5-63.

Garnham, A. (1981). Mental models as representations of text. Memory and Cognition, 9, 560-565.

Gernsbacher, M. A. (1990). Language comprehension as structure building. Hillsdale, NJ: Erlbaum.


Glenberg, A. M., Kruley, P., & Langston, W. E. (1994). Analogical processes in comprehension:
Simulation of a mental model. In M. A. Gernsbacher, (Ed.) Handbook of psycholinguistics (pp.
609-640). San Diego, CA: Academic Press.

Gough, P. B., & Tunmer, W. E. (1986). Decoding, reading and reading disability. Remedial and
Special Education, 7, 6-10.

Graesser, A. C., & Kreuz, R. J. (1993). A theory of inference generation during text comprehension.
Discourse Processes, 16, 146-160.

Graesser, A. C., Singer, M., & Trabasso, T. (1994). Construction inferences during narrative
comprehension. Psychological Review, 101, 371-395.

Hacker, D. J. (1997). Comprehension monitoring of written discourse across early-to-middle


adolescence. Reading and Writing, 9, 207-240.

Haenggi, D., Kintsch, W., & Gernsbacher, M. A. (1995). Spatial situation models and text
comprehension. Discourse Processes, 19, 173-199.

Hannon, B., & Daneman, M. (2001). A new tool for measuring and understanding individual
differences in the component processes of reading comprehension. Journal of Educational
Psychology, 93, 103-128.

Hart, B., & Risley, T. (1995). Learning to talk. Baltimore: Brookes.

Hatcher, P.J., Hulme, C. and Ellis, A.W. (1994). Ameliorating early reading failure by integrating the
teaching of reading and phonological skills. Child Development, 65, 41-57.

Johnson-Laird, P. N. (1983). Mental models. Cambridge, MA: Harvard University Press.

Just, M. A. & Carpenter, P. A. (1992). A capacity theory of comprehension: Individual differences in


working memory. Psychological Review, 99, 122-149.

Kintsch, W. (1988). The role of knowledge in discourse processing: A construction-integration


model. Psychological Review, 95, 163-182.

Leather, C. V., & Henry, L. A. (1994). Working memory span and phonological awareness tasks as
predictors of early reading ability. Journal of Experimental Child Psychology, 58, 88-11.

Long, D. L., Oppy, B. J., & Seely, M. R. (1997). Individual differences in reader's sentence- and text-
level representations. Journal of Memory and Language, 36, 129-145.

McKoon, G., & Ratcliff, R. (1992). Inference during reading. Psychological Review, 99, 440-446.

McNeill, D. (1970). The acquisition of language: The study of developmental psycholinguistics. New
York: Harper and Row.

Morrow, D. G., Greenspan, S. L. & Bower, G. H. (1987). Accessibility and situation models in
narrative comprehension. Journal of Memory and Language, 26, 165-187.

Muter, V. , Hulme, C., Snowling, M. J. & Stevenson, J. (in press). Phonemes, rimes, vocabulary and
grammatical skills as foundations of early reading development: Evidence from a longitudinal
study. Developmental Psychology.
Nagy, W. E., & Herman, P. A. (1987). Breadth and depth of vocabulary knowledge: implications for
acquisition and instruction. In M. McKeown & M. E. Curtis (Eds.), The nature of vocabulary
acquisition (pp. 19-36). Hillsdale NJ: Erlbaum.

Nagy, W. E., & Scott, J. A. (2000). Vocabulary processes. In M. L. Kamil, P. B. Mosenthal, P.


David Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. III, pp. 69-284). Mahwah,
NJ: Erlbaum.

Nation, K., Adams, J. W., Bowyer-Crane, C., & Snowling, M. J. (1999). Working memory deficits in
poor comprehenders reflect underlying impairments. Journal of Experimental Child Psychology,
73, 139-158.

Nation, K., & Snowling, M. J. (1998). Semantic processing and the development of word recognition
skills: Evidence from children with reading comprehension difficulties. Journal of Memory and
Language, 39, 85-101.

Nation, K., & Snowling, M. J. (1999). Developmental differences in sensitivity to semantic relations
among good and poor comprehenders: evidence from semantic priming. Cognition, 70, B1-B13.

National Institute of Child Health and Human Development. (2000). Report of the National Reading
Panel. Teaching children to read: An evidence-based assessment of the scientific research
literature on reading and its implications for reading instruction (NIH Publication No. 00-4769).
Washington, DC: U.S. Government Printing Office.

Neale, M. (1997). The Neale Analysis of Reading Ability II. Windsor: NFER-Nelson.

Oakhill, J. (1993). Childrens difficulties in reading comprehension. Educational Psychology Review,


5, 223-237.

Oakhill, J. V., Cain, K., & Bryant, P. (2003a). The dissociation of word reading and text
comprehension: Evidence from component skills. Language and Cognitive Processes, 18, 443-
468.

Oakhill, J.V. Cain, K.E., and Bryant, P.E. (2003b, May). Prediction of comprehension skill in the
primary school years. Paper presented at the biennial meeting of the Society for Research in
Child Development, Tampa.

Oakhill, J., & Garnham, A. (1988). Becoming a skilled reader. New York: Basil Blackwell.

Oakhill, J., & Yuill, N. (1986). Pronoun resolution in skilled and less-skilled comprehenders: Effects
of memory load and inferential complexity. Language and Speech, 29, 25-36.

O'Donnell, R. C. (1974). Syntactic differences between speech and writing. American Speech, 49,
102-110.

Olson, D. R. (1977). From utterance to text: The bias of language in speech and writing. Harvard
Educational Review, 47, 257-281.

Otero, J., & Kintsch, W. (1992). Failures to detect contradictions in a text: What readers believe
versus what they read. Psychological Science, 3, 229-235.

Perfetti, C. A. (1985). Reading ability. New York: Oxford Press.


Perfetti, C. A. (1991). Representations and awareness in the acquisition of reading competence. In L.
Rieben & C. A. Perfetti (Eds.), Learning to read: Basic research and its implications (pp. 33-44).
Hillsdale, NJ: Erlbaum.

Perfetti, C. A. (1999). Comprehending written language: A blueprint of the reader. In C. Brown & P.
Hagoort (Eds.), The neurocognition of language (pp. 167-208). Oxford University Press.

Perfetti, C. A., & Goldman, S. R. (1976). Discourse memory and reading comprehension skill.
Journal of Verbal Learning and Verbal Behavior, 14, 33-42.

Perfetti, C. A., & Hart, L. (2002). The lexical quality hypothesis. In L. Vehoeven. C. Elbro & P.
Reitsma (Eds.), Precursors of functional literacy (pp. 189-213). Amsterdam/Philadelphia: John
Benjamins.

Perfetti, C. A., & Hogaboam, T. W. (1975). The relationship between single word decoding and
reading comprehension skill. Journal of Educational Psychology, 67, 461-469.

Perfetti, C. A., & Lesgold, A. M. (1977). Discourse comprehension and sources of individual
differences. In P. A. Carpenter & M. A. Just (Eds.), Cognitive processes in comprehension (pp.
141-183). Hillsdale, NJ: Erlbaum.

Perfetti, C. A., Marron, M. A., & Foltz, P. W. (1996). Sources of comprehension failure: Theoretical
perspectives and case studies. In C. Cornoldi & J. Oakhill (Eds.), Reading comprehension
difficulties: Processes and intervention (pp. 137-165). Mahwah, NJ: Erlbaum.

Plaut, D. C., McClelland, J. L., Seidenberg, M. S., & Patterson, K. (1996). Understanding normal and
impaired word reading: Computational principles in quasi-regular domains. Psychological
Review, 103, 56-115.

Seigneuric, A. S., Ehrlich, M. F., Oakhill, J. V., & Yuill, N. M. (2000). Working memory resources
and childrens reading comprehension. Reading and Writing, 13, 81-103.

Share, D. L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition.
Cognition, 55, 151-218.

Share, D. L. (1999). Phonological recoding and orthographic learning: A direct test of the self
teaching hypothesis. Journal of Experimental Child Psychology, 72, 95-129.

Smiley, S. S., Oakley, D. D., Worthen, D., Campione, J. C., & Brown, A. L. (1977). Recall of
thematically relevant material by adolescent good and poor readers as a function of written versus
oral presentation. Journal of Educational Psychology, 69, 381-387.

Smith, M. K. (1941). Measurement of the size of general English vocabulary through the elementary
grades and high school. Genetic Psychological Monographs, 24, 311-345.

Snowling, M., Hulme, C., & Goulandris, N. (1994). Word recognition and development: A
connectionist interpretation. Quarterly Journal of Experimental Psychology 47A, 895-916
.
Stein, N. L., & Albro, E. R. (1997) The emergence of narrative understanding: Evidence for rapid
learning in personally relevant contexts. Contemporary Issues in Education, 60, 83-98.
Stein, C. L., Cairns, J. S., & Zurif, E. B. (1984). Sentence comprehension limitations related to
syntactic deficits in reading-disabled children. Applied Psycholinguistics, 5, 305-322.

Stein, N. L., & Glenn, C. G. (1979). An analysis of story comprehension in elementary school
children. In R. O. Freedle (Ed.), New directions in discourse processing (pp. 53-120). Hillsdale,
NJ: Erlbaum.

Sticht, T., & James, J. (1984). Listening and reading. In P. Pearson (Ed.), Handbook of research on
reading (pp. 293-317). New York: Longmans.

Stothard, S. E., & Hulme, C. (1992). Reading comprehension difficulties in children: The role of
language comprehension and working memory skills. Reading and Writing, 4, 245-256.

Trabasso, T., & Suh, S. (1993). Understanding text: Achieving explanatory coherence through online
inferences and mental operations in working memory. Discourse Processes, 16, 3-34.

Van Dijk, T. A., & Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic
Press.

Vosniadou, S., Pearson, P. D., & Rogers, T. (1988). What causes childrens failures to detect
inconsistencies in texts? Representation versus comparison difficulties. Journal of Educational
Psychology, 80, 27-39.

Yuill, N., & Joscelyne, T. (1988). Effects of organizational cures and strategies on good and poor
comprehenders story understanding. Journal of Educational Psychology, 80, 152-158.

Yuill, N., & Oakhill, J. (1988). Effects on inference awareness training of poor reading
comprehension. Applied Cognitive Psychology, 2, 33-45.

Yuill, N., & Oakhill, J. (1991). Childrens problems in text comprehension. Cambridge University
Press.

Zwaan, R. A. (1996). Processing narrative time shifts. Journal of Experimental Psychology:


Learning, Memory, and Cognition, 22, 1196-1207.

Zwaan, R. A., & Radvansky, G. A. (1998). Situation models in language comprehension and
memory. Psychological Bulletin, 123, 162-185.

You might also like