Reading Comprehension of Scientific Text: A Domain-Specific Test of the Direct and Inferential Mediation Model of Reading Comprehension.
By Jennifer G. Cromley, Lindsey E. Snyder-Hogan, Ulana A. Luciw-Dubas. 2010
233 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/69e21c93ee87093f8cc47a82cc10f39e27b6e7f1
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In Developmental and Educational Psychology
- Y. Kim
- Amy M. Elleman
- Nell K. Duke
- Kelly B. Cartwright
- Mary J. York
- D. Francis
- Marcia Barnes
- Paulina A. Kulesz
Citations in the corpus
- Examining the Impact of Inference Instruction on the Literal and Inferential Comprehension of Skilled and Less Skilled Readers: A Meta-Analytic Review (2017, background): “In a subsequent study with college students, the best-fitting model included direct effects for knowledge, vocabulary, and inference and indirect effects for vocabulary and knowledge through strategies and inference (Cromley et al., 2010).”
- Why the Simple View of Reading Is Not Simplistic: Unpacking Component Skills of Reading Using a Direct and Indirect Effect Model of Reading (DIER) (2017, background): “Cromley and her colleagues (Cromley & Azevedo, 2007; Cromley, Snyder-Hogan, & Luciw-Dubas, 2010) examined direct and indirect relations of component skills to reading comprehension for ninth-grade students (Cromley & Azevedo, 2007) and college students (Cromley et al., 2010).”
- The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading (2021, background): “…comprehension strategy use directly predicts reading in a structural equation model that includes measures of vocabulary (as a proxy for language comprehension) and word reading, as well as infer-encing and background knowledge (Ahmed et al., 2016; Cromley & Azevedo, 2007; Cromley et al., 2010).”
- Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER). (2019, result): “For example, some studies found the importance of vocabulary in reading comprehension (e.g., Cromley & Azevedo, 2007; Cromley et al., 2010; Elleman et al., 2009; Ouellette, 2006; Ouellette & Beers, 2010) whereas others found the lack of this relation (e.g., Braze, Tabor, Shankweiler, & Mencl, 2007;…”
- Validation of the direct and inferential mediation (DIME) model of reading comprehension in grades 7 through 12 (2016, background): “In a subsequent study, Cromley, Snyder-Hogan, and Luciw-Dubas (2010) modeled the same hypothesized components of comprehension in relation to science achievement in a larger sample of 737 students in an introductory college level biology course.”