A systematic review of the research on vocabulary instruction that impacts text comprehension

Wright, T.S., & Cervetti, G.N. (2017). A systematic review of the research on vocabulary instruction that impacts text comprehension. Reading Research Quarterly, 52(2), 203-226.

Early oral language comprehension, task orientation, and foundational reading skills as predictors of Grade 3 reading comprehension

Lepola, J., Lynch, J., Kiuru, N., Laakkonen, E., & Niemi, P. (2016). Early oral language comprehension, task orientation, and foundational reading skills as predictors of Grade 3 reading comprehension. Reading Research Quarterly, 51(4), 373-390.

The social construction of a reading (dis)ability.

Kabuto, B. (2016). The social construction of a reading (dis)ability. Reading Research Quarterly, 51(3), 289-304.

Examining the nature of scaffolding in an early literacy intervention

Rodgers, E., D’Agostino, J.V., Harmey, S.J., Kelly, R.H., Brownfield, K. (2016). Examining the nature of scaffolding in an early literacy intervention. Reading Research Quarterly, 51(3), 345-360.

The decline of comprehension-based silent reading efficiency in the United States: A comparison of current data with performance in 1960

Spichtig, A.N., Hiebert, E.H., Vorstius, C., Pascoe, J.P, Pearson, P.D., & Radach, R. (2016). The decline of comprehension-based silent reading efficiency in the United States: A comparison of current data with performance in 1960. Reading Research Quarterly, 51(2), 239-259.

Change over time in first graders’ strategic use of information at point of difficulty in reading

McGee, L.M., Kim, H., Nelson, K.S., & Fried, M.D. (2015). Change over time in first graders’ strategic use of information at point of difficulty in reading. Reading Research Quarterly, 50(3), 263-291.

Learning to read: Should we keep things simple?

Language and Reading Research Consortium. (2015). Learning to read: Should we keep things simple? Reading Research Quarterly, 50(2), 151-169.

Effects of classroom practices on reading comprehension, engagement, and motivations for adolescents

Guthrie, J., & Klauda, S.L. (2014). Effects of classroom practices on reading comprehension, engagement, and motivations for adolescents. Reading Research Quarterly, 49(4), 387-416.

Evidence for prosody in silent reading

Gross, J., Millett, A.L., Bartek, B., Bredell, K.H., Winegard, B. (2014). Evidence for prosody in silent reading. Reading Research Quarterly, 49(2), 189-208.

Teachers’ instruction and students’ vocabulary and comprehension: An exploratory study with English monolingual and Spanish-English bilingual students in grades 3-5

Silverman, R., Proctor, C. P., Harring, J.R., Doyle, B., Mitchell, M.A., & Meyer, A.G. Teachers’ instruction and students’ vocabulary and comprehension: An exploratory study with English monolingual and Spanish-English bilingual students in grades 3-5. Reading Research Quarterly, 49(1), 31-55.

A spectrographically grounded scale for evaluating reading expressiveness

Benjamin, R. G., Schwanenflugel, P.J., Meisinger, E. B.,Groff, C., Kuhn, M.R., & Steiner, L. (2013). A spectrographically grounded scale for evaluating reading expressiveness. Reading Research Quarterly, 48(2), 105-133.

Modeling the relationships among reading instruction, motivation, engagement, and achievement for adolescents

Guthrie, John T., Klauda, Susan Lutz, & Ho, Amy N. (2013). Modeling the relationships among reading instruction, motivation, engagement, and achievement for adolescents. Reading Research Quarterly, 48(1), 9-26.

The role of inference making and other language skills in the development of narrative listening comprehension in 4-6-year-old children

Lepola, J., Lynch, J, Laakkonen, E., Silven, M., & Pekka, N. (2012). The role of inference making and other language skills in the development of narrative listening comprehension in 4-6-year-old children. Reading Research Quarterly, 47(3), 259-282.

Teaching and learning argumentative reading and writing: A review of research

Newell, George, Beach, Richard, Smith, Jamie, & VanDerHeide, Jennifer. (2011). Teaching and learning argumentative reading and writing: A review of research. Reading Research Quarterly, 46(3),273-304.

Analyzing talk in a long-term literature discussion group: Ways of operating within LGBT-inclusive and queer discourses

Blackburn, Mollie V., & Clark, Caroline T. (2011). Analyzing talk in a long-term literature discussion group: Ways of operating within LGBT-inclusive and queer discourses. Reading Research Quarterly, 46(3), 222-248.

Educational effects of a vocabulary intervention on preschoolers’ word knowledge and conceptual development: A cluster-randomized trial

Neuman, Susan B., Newman, Ellen H., & Dwyer, Julie. (2011). Educational effects of a vocabulary intervention on preschoolers’ word knowledge and conceptual development: A cluster-randomized trial. Reading Research Quarterly, 46(3), 249-271.

Testing the impact of child characteristics x instruction interactions on third graders’ reading comprehension by differentiating literacy instruction

Connor, Carol McDonald; Morrison, Fredrick J.; Fishman, Barry; Giulani, Sarah; Luck, Melissa; Underwood, Phyllis S.; Bayraktar, Aysegul; Crowe, Elizabeth C.; & Schatschneider, Christopher. (2011). Testing the impact of child characteristics x instruction interactions on third graders’ reading comprehension by differentiating literacy instruction. Reading Research Quarterly, 46(3), 189-221.

Young children’s literacy practices in a virtual world: Establishing an online interaction order

Marsh, Jackie. (2011). Young children’s literacy practices in a virtual world: Establishing an online interaction order. Reading Research Quarterly, 46(2), 101-118.

Comprehension and learning from refutation and expository texts

Diakidoy, Irene-Anna N., Mouskounti, Thalia, & Ioannides, Christos. (2011). Comprehension and learning from refutation and expository texts. Reading Research Quarterly, 46(1), 22-38.

Promises and problems of teaching with popular culture: A linguistic ethnographic analysis of discourse genre mixing in a literacy lesson

Lefstein, A. & Snell, J. (2011). Promises and problems of teaching with popular culture: A linguistic ethnographic analysis of discourse genre mixing in a literacy lesson. Reading Research Quarterly, 46(1), 40-63.