Vocabulary and Reading Comprehension: Direct, Indirect, and Reciprocal Influences (Q33652668)

28 July 2017

title

Vocabulary and Reading Comprehension: Direct, Indirect, and Reciprocal Influences (English)

1 reference

28 July 2017

main subject

reading comprehension

1 reference

Richard K Wagner

1 reference

28 July 2017

Delia Meros

series ordinal

1 reference

28 July 2017

publication date

1 September 2010

1 reference

Focus on exceptional children

28 July 2017

published in

1 reference

28 July 2017

volume

2010

1 reference

A Large-Scale Study of Specific Reading Comprehension Disability

28 July 2017

cites work

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4031673

An electrophysiological investigation of semantic and phonological processing in skilled and less-skilled comprehenders.

21 June 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4031673

Word learning and individual differences in word learning reflected in event-related potentials

21 June 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4031673

The role of sentence context in accessing partial knowledge of word meanings

21 June 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4031673

Changing relations between phonological processing abilities and word-level reading as children develop from beginning to skilled readers: a 5-year longitudinal study.

21 June 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4031673

Understanding normal and impaired word reading: computational principles in quasi-regular domains

21 June 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4031673

Development of emergent literacy and early reading skills in preschool children: evidence from a latent-variable longitudinal study.

21 June 2018

1 reference

https://eutils.ncbi.nlm.nih.gov/entrez/eutils/elink.fcgi?dbfrom=pmc&linkname=pmc_refs_pubmed&retmode=json&id=4031673

Assessing reading difficulties: the validity and utility of current measures of reading skill

30 October 2018

1 reference

PubMed

https://pubmed.ncbi.nlm.nih.gov/24860194

inferred from PubMed ID database lookup

12 December 2020

based on heuristic

Identifiers

PMC publication ID

4031673

1 reference

28 July 2017

1 reference