Prediction of the development of reading comprehension: A longitudinal study.

By Ludo Verhoeven, J. V. van Leeuwe. 2008

544 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/4b215db9ed5baaf8ffa2989d61954b2c7727faf0

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Citations in the corpus

Handbook of Research on Learning and Instruction (2011, background): “Although the body of research in learner cognition in physical education has been growing, research examining learners’ beliefs and naïve conceptions that facilitate or constrain learning is just emerging as an area of study in physical education.”
The Role of Inference Making and Other Language Skills in the Development of Narrative Listening Comprehension in 4–6‐Year‐Old Children (2012, background): “…and listening (or reading) comprehension have been shown to have a reciprocal relationship in children with specific reading comprehension difficulties (Cain & Oakhill, 2011), as well as in children from an unselected population (Stanovich, Cunningham, & Freeman, 1984; Verhoeven & Leeuwe, 2008).”
Metalinguistic contributions to reading and spelling in second and third grade students (2012, background): “In our study, receptive vocabulary, a language skill often considered to be related to literacy development (e.g., Nation & Snowling, 2004; Verhoeven & Van Leeuwe, 2008 ), was significantly associated with spelling and reading comprehension, but did not provide any unique contributions when entered”
The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading (2021, background): “…vocabulary predicted variance in reading ability above and beyond measures of SVR components in many studies (Nation & Snowling, 2004; Ouellette & Beers, 2010; Tilstra, McMaster, van den Broek, Kendeou, & Rapp, 2009; Verhoeven & van Leeuwe, 2008), although not all of them (Braze et al., 2016).”
A not-so-simple view of reading: how oral vocabulary and visual-word recognition complicate the story (2010, background): “For instance, Protopapas et al. (2007) reported a path of influence from vocabulary to decoding for Greek-speaking children in grades 2 through 4, while Verhoeven and van Leeuwe (2008) did not report any paths between vocabulary and decoding in grades 1 through 6 for Dutch-speaking”
The Components of the Simple View of Reading: A Confirmatory Factor Analysis (2012, background): “However, this intuitive view has been challenged by findings that vocabulary accounts for additional reading comprehension variance after listening comprehension is statistically controlled (Braze, Tabor, Shankweiler, & Mencl, 2007 ; Goff et al, 2005 ; Ouellette & Beers, 2010 ; Seigneuric & Ehrli”