Reading at the Frustration, Instructional, and Independent Levels: The Effects on Students’ Reading Comprehension and Time on Task

By M. A. Treptow, M. Burns, J. McComas. 2007

149 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/2ec75e37ffb5cb84c4795a1eef9231197c18abe1

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. Richard N. Landers
2. Amy K. Landers
3. Kristin Conradi

In Education

1. Richard N. Landers
2. E. Hiebert
3. Amy K. Landers
4. Kristin Conradi
5. Steven J. Amendum

In Statistics and Probability

1. Richard N. Landers
2. Amy K. Landers

Citations in the corpus

• Does Text Complexity Matter in the Elementary Grades? A Research Synthesis of Text Difficulty and Elementary Students’ Reading Fluency and Comprehension (2017, background): “62%) included passages constructed from basal readers or other materials with either open-ended or multiple choice questions (Biemiller 1979; Blaxall and Willows 1984; Cecconi et al. 1977; Faulkner and Levy 1994; Ryder and Hughes 1985; Sindelar et al. 1990; Spanjers et al. 2008; Treptow et al. 2007;”
• An Empirical Test of the Theory of Gamified Learning (2014, background): “The level of challenge presented by a learning activity has also been linked with time-on-task in a similar pattern; when students are frustrated or unchallenged, they spend less time-on-task than when the difficulty level is matched to their ability level (Treptow, Burns, & McComas, 2007).”