Reading research quarterly

Keyphrases

Publications

volume 58, number 2, 2022

Laura M Steacy, Ashley A Edwards, Valeria M Rigobon, Nuria Gutierrez, Nancy C Marencin, Noam Siegelman, Alexandra Himelhoch, Cristina Himelhoch, Jay Rueckl, Donald L Compton
Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia. Reading research quarterly 58 (2) (2022)
Laura M Steacy, Ashley A Edwards, Valeria M Rigobon, Nuria Gutierrez, Nancy C Marencin, Noam Siegelman, Alexandra Himelhoch, Cristina Himelhoch, Jay Rueckl, Donald L Compton
Set for Variability as a Critical Predictor of Word Reading: Potential Implications for Early Identification and Treatment of Dyslexia. Reading research quarterly 58 (2) (2022)
Stephanie Al Otaiba, Kristen McMaster, Jeanne Wanzek, Mai W Zaru
What We Know and Need to Know about Literacy Interventions for Elementary Students with Reading Difficulties and Disabilities, including Dyslexia. Reading research quarterly 58 (2) (2022)
Richard K Wagner, Christopher J Lonigan
Early Identification of Children with Dyslexia: Variables Differentially Predict Poor Reading Versus Unexpected Poor Reading. Reading research quarterly 58 (2) (2022)

volume 58, number 2, 2021

Jessica A Church, Elena L Grigorenko, Jack M Fletcher
The Role of Neural and Genetic Processes in Learning to Read and Specific Reading Disabilities: Implications for Instruction. Reading research quarterly 58 (2) (2021)

volume 57, number 2, 2021

Sage E Pickren, Maria Stacy, Stephanie N Del Tufo, Mercedes Spencer, Laurie E Cutting
The Contribution of Text Characteristics to Reading Comprehension: Investigating the Influence of Text Emotionality. Reading research quarterly 57 (2) (2021)
Philip Capin, Greg Roberts, Nathan H Clemens, Sharon Vaughn
When Treatment Adherence Matters: Interactions Among Treatment Adherence, Instructional Quality, and Student Characteristics on Reading Outcomes. Reading research quarterly 57 (2) (2021)

volume 55, number 4, 2020

Randy Lowell, Kaitlyn Wade Pender, Katherine S Binder
Impact of Informative Context's Meaning Consistency During Incidental Vocabulary Acquisition. Reading research quarterly 55 (4) (2020)

volume 55, number Suppl 1, 2020

Donna M Scanlon, Kimberly L Anderson
Using Context as an Assist in Word Solving: The Contributions of 25 Years of Research on the Interactive Strategies Approach. Reading research quarterly 55 (Suppl 1) (2020)
Yaacov Petscher, Sonia Q Cabell, Hugh W Catts, Donald L Compton, Barbara R Foorman, Sara A Hart, Christopher J Lonigan, Beth M Phillips, Christopher Schatschneider, Laura M Steacy, Nicole Patton Terry, Richard K Wagner
How the Science of Reading Informs 21st-Century Education. Reading research quarterly 55 (Suppl 1) (2020)

volume 53, number 1, 2017

Jan C Frijters, Kimberley C Tsujimoto, Richard Boada, Stephanie Gottwald, Dina Hill, Lisa A Jacobson, Maureen W Lovett, E Mark Mahone, Erik G Willcutt, Maryanne Wolf, Joan Bosson-Heenan, Jeffrey R Gruen
Reading-Related Causal Attributions for Success and Failure: Dynamic Links With Reading Skill. Reading research quarterly 53 (1) (2017)

volume 51, number 4, 2016

Stephen Hamilton, Erin Freed, Debra L Long
Word-Decoding Skill Interacts With Working Memory Capacity to Influence Inference Generation During Reading. Reading research quarterly 51 (4) (2016)

volume 51, number 1, 2015

Nathalie J Veenendaal, Margriet A Groen, Ludo Verhoeven
The Contribution of Segmental and Suprasegmental Phonology to Reading Comprehension. Reading research quarterly 51 (1) (2015)

volume 50, number 4, 2015

Young-Suk Grace Kim
Developmental, Component-Based Model of Reading Fluency: An Investigation of Predictors of Word-Reading Fluency, Text-Reading Fluency, and Reading Comprehension. Reading research quarterly 50 (4) (2015)

volume 46, number 3, 2011

Carol McDonald Connor, Fredrick J Morrison, Barry Fishman, Sarah Giuliani, Melissa Luck, Phyllis S Underwood, Aysegul Bayraktar, Elizabeth C Crowe, Christopher Schatschneider
Testing the Impact of Child Characteristics × Instruction Interactions on Third Graders' Reading Comprehension by Differentiating Literacy Instruction. Reading research quarterly 46 (3) (2011)