Reading comprehension difficulties:correlates, causes, and consequence

By K. Cain, Jane Oakhill. 2007

169 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/4d58524b1d5adc6d20106d00c764ad305638a1dc

How researchers see this paper

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

1. S. H. Deacon
2. John R. Kirby
3. X. Tong
4. Silvana M. Watson
5. Rauno Parrila
6. K. Cain
7. Amy M. Elleman
8. R. Gable

Citations in the corpus

• Listening Text Comprehension of Explicit and Implicit Information in Preschoolers: The Role of Verbal and Inferential Skills (2011, methodology): “Text comprehension, in fact, is not a unitary phenomenon and involves numerous components and resources (Gernsbacher, 1994; Hannon & Daneman, 2001), as has been shown by studies on school-age children’s reading comprehension (for a review, see Cain & Oakhill, 2007).”
• An intervention to improve comprehension of cause/effect through expository text structure instruction. (2014, background): “Children’s conceptual understanding of causality increases with their experience and developing language ability (Cain & Oakhill, 2007; Geva, 2006).”
• Examining the Impact of Inference Instruction on the Literal and Inferential Comprehension of Skilled and Less Skilled Readers: A Meta-Analytic Review (2017, background): “Researchers in linguistics, cognitive psychology, and education consider inferential processing a central component in language comprehension and essential to reading comprehension (e.g., Bransford & Franks, 1971; Cain & Oakhill, 2007; Garnham & Oakhill, 2014; Kintsch & Kintsch, 2005; Singer, 1988).”
• Morphological Awareness: A Key to Understanding Poor Reading Comprehension in English. (2011, methodology): “…include case marking and number and person agree- 1 The term poor comprehenders has been used in British research on reading comprehension difficulty to describe children who can understand some of what they have read but not as much as good comprehenders (for a review, see Cain & Oakhill, 2007).”
• Evidence–Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities (2012, background): “…connections, to have some knowledge of text structure, to summarize text, and to possess other language (e.g., semantics) and cognitive skills (e.g., self-regulation) (Cain & Oakhill, 2007; van den Broek & Lorch, 1993; van den Brock, Rapp, & Kendeau, 2005; Tapiero, van den Broek, & Quintana, 2002).”