Developing Successful Readers: Building Early Comprehension Skills through Television Viewing and Listening

By Panayiota Kendeou, Julie S. Lynch, Paul van den Broek, C. Espin, M. White, K. Kremer. 2005

162 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/16bbf128b65901ea040d40b8b8b67c7ee44c5af5

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Panayiota Kendeou
2. K. Cain
3. Paul van den Broek
4. Jane Oakhill
5. P. W. van den Broek
6. Y. Kim
7. A. Helder
8. Josefine Karlsson

In Education

1. K. Cain
2. Paul van den Broek
3. Panayiota Kendeou
4. P. W. van den Broek
5. Julie S. Lynch
6. M. White
7. Jane Oakhill
8. E. Lorch

Citations in the corpus

• A Cognitive View of Reading Comprehension: Implications for Reading Difficulties (2014, background): “Higher level processes such as inference making, executive functions, and attention–allocation skills are recruited in similar ways during reading a text, listening to a text, or even during a visual presentation of the narrative (Gernsbacher, 1991; Kendeou et al., 2005, 2007, 2008).”
• The Development of Narrative Comprehension and Its Relation to Other Early Reading Skills (2008, background): “, those events with many connections to other events), create story maps including the important causal connections, or put pictures of the story in order (for further information refer to Fuchs, Fuchs, Mathes, & Simmons, 1997; Kendeou, van den Broek, White, & Lynch, 2007; Kendeou et al., 2006; Pali”
• The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study (2012, background): “Oral language skills such as these provide an opportunity to develop skills important for text comprehension in prereaders and young readers, who lack the word recognition skills to process complex written text (for further discussion, see Kendeou et al, 2005 ; van den Broek et al, 2005 ; van den”
• Understanding the glue of narrative structure: Children's on- and off-line inferences about characters’ goals (2007, background): “…variety of means, including the educational use of think-aloud protocols, instructors of young children can help them make goal inferences consistently in stories they hear, preparing them to fully grasp the structure of stories they will eventually read themselves (refer to Kendeou et al., 2006).”
• Children's inference generation across different media (2008, background): “In previous studies, we advocated that comprehension skills are, to some extent, similar across different media and develop separately from other basic language skills such as vocabulary and decoding (Kendeou et al., 2005; Kendeou, van den Broek, White & Lynch, 2007; Lynch et al., in press; van den ”