Testing and refining the direct and inferential mediation model of reading comprehension

By Jennifer G. Cromley, Roger Azevedo. 2007

613 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/275e0993445f420731e8dad2dcfbc85f2354c49a

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In Developmental and Educational Psychology

In Statistics and Probability

Citations in the corpus

How Reading Motivation and Engagement Enable Reading Achievement: Policy Implications (2020, background): “Background knowledge is one of the strongest predictors of reading comprehension (Cromley & Azevedo, 2007); the more one knows about a topic, the easier it is to connect new information from reading and increase one’s overall understanding of it (Kintsch & Kintsch, 2005).”
Understanding the Relative Contributions of Lower‐Level Word Processes, Higher‐Level Processes, and Working Memory to Reading Comprehension Performance in Proficient Adult Readers (2012, background): “Similar multivariate studies have been conducted with prereaders (Hannon & Frias, 2012), children (Cain, Oakhill, & Bryant, 2004), adolescents (Cromley & Azevedo, 2007), and seniors (Hannon & Daneman, 2009).”
Reading Comprehension (2016, methodology): “The SVR, unlike other more complex component models (e.g., the Direct and Inferential Mediation [DIME] model; Cromley & Azevedo, 2007), is not meant to be comprehensive.”
The Multidimensional Knowledge in Text Comprehension framework (2021, background): “The four dimensions of prior content knowledge in the MDK-C framework. comprehension strategies, which is, in turn, associated with better comprehension (e.g., Cromley & Azevedo, 2007; Mokhtari, 2018).”
Fluency Has a Role in the Simple View of Reading (2013, background): “For example, there is evidence that decoding and fluency are not distinguishable in earlier grades and that the contribution of decoding and/or fluency to reading comprehension declines after fourth grade ( Adlof et al, 2006 ; Cromley & Azevedo, 2007 ; Tilstra et al, 2009 ; Vellutino et al, 2007 ”
Engaging Struggling Adolescent Readers to Improve Reading Skills (2017, background): “By early adolescence, successful comprehension requires the integration of multiple linguistic and cognitive processes (Cain & Oakhill, 2012; Cromley & Azevedo, 2007).”
The Effects of Teacher Qualification, Teacher Self-Efficacy, and Classroom Practices on Fifth Graders' Literacy Outcomes (2012, background): “…evidence that content area instruction, such as science and social studies, contributes directly and indirectly to students’ literacy gains through opportunities to read expository text and by increasing academic knowledge (Connor et al., 2012; Cromley & Azevedo, 2007; Shanahan & Shanahan, 2008).”
Building Content Knowledge to Boost Comprehension in the Primary Grades (2020, neutral): “…to linguistic comprehension (“C”) is often forgotten, namely the knowledge that a person brings to a text, and theoretical models of reading comprehension consistently showcase its essential role in reading comprehension (Cromley & Azevedo, 2007; Kintsch, 2013; Stafura & Perfetti, 2017).”
Examining the Impact of Inference Instruction on the Literal and Inferential Comprehension of Skilled and Less Skilled Readers: A Meta-Analytic Review (2017, methodology): “In their first study using the DIME model, Cromley and Azevedo (2007) found that vocabulary and background knowledge made the largest contribution to reading comprehension followed by inference ability, word reading, and strategies for students in Grade 9.”