Teaching reading to poor readers in the intermediate grades: A comparison of text difficulty

By Rollanda E. O'Connor, Kathryn M. Bell, Kristin R. Harty, L. Larkin, Sharry M. Sackor, N. Zigmond. 2002

186 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/24c075bc1e1db6cd795f62ba43ef4a34e9103655

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. William J. Therrien
2. Kristin Conradi
3. Georgios D. Sideridis
4. Paul L. Morgan

In Statistics and Probability

1. William J. Therrien
2. Paul L. Morgan
3. Georgios D. Sideridis

Citations in the corpus

• Fluency and Comprehension Gains as a Result of Repeated Reading (2004, background): “For example, O’Conner et al. (2002) found that students made stronger fluency gains when the material used was at their instructional level rather than their grade level.”
• Upping the Ante of Text Complexity in the Common Core State Standards (2013, background): “When texts become too difficult (as measured by high percentages of unfamiliar words), automaticity can suffer (Cramer & Rosenfield, 2008; O’Connor et al., 2002).”
• Does Text Complexity Matter in the Elementary Grades? A Research Synthesis of Text Difficulty and Elementary Students’ Reading Fluency and Comprehension (2017, background): “, 1998), the negative effect of text difficulty either decreased (Young and Bowers, 1995) or disappeared (Cheatham et al. 2014; Hintze et al. 1998; O’Connor et al. 2002).”