Increasing Higher Level Language Skills to Improve Reading Comprehension

By Tiffany P. Hogan, M. Bridges, Laura M. Justice, K. Cain. 2011

125 citations recorded by the source corpus.

We thank Rachel Wiegert, Heidi Menard, Natalie Vanderveen, and Mimi Mann for assistance finding references, formatting the manuscript, and creating graphics, respectively. The creation of this manuscript was supported in part by the Institute of Education Sciences, U.S. Department of Education, through Grant R305F100002 to Ohio State University as part of the Reading for Understanding Research Initiative. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

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

View Paper: https://www.semanticscholar.org/paper/a4b0025c629ca244d368f9e1fb3f8dae4de9421f

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. (2014, result): “Second, our work supports the call for a stronger focus on higher-level skills such as inference in the preschool and elementary classroom (Hogan et al., 2011; Rapp, van den Broek, McMaster, Panayiota, & Espin, 2007).”
A Meta‐Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades (2020, background): “In fact, text structure can scaffold students’ summarization skills, as it provides tools and heuristics to distinguish main ideas from unimportant information (Hogan, Bridges, Justice, & Cain, 2011; Meyer et al., 1980; E.A. Stevens, 2018; Taylor, 1985; Winograd, 1984).”