Investigating the causes of reading comprehension failure: The comprehension-age match design

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How researchers see this paper

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

Investigating Cognitive and Linguistic Abilities that Influence the Reading Comprehension Skills of Children from Diverse Linguistic Backgrounds (2006, methodology): “Cain, Oakhill, and Bryant (2000) found that good and poor comprehenders performed comparably on various measures of phonological processing.”
Word Knowledge in a Theory of Reading Comprehension (2014, background): “Thus, careful research testing of higher level sources of comprehension problems attempts to control for some of the lower level components (e.g., Cain, Bryant, & Oakhill, 2004; Cain, Oakhill, & Bryant, 2000; Oakhill, Cain, & Bryant, 2003).”
Decoding and Reading Comprehension (2014, background): “Readers with different core weaknesses (word reading or reading comprehension) are predicted by the SVR and their existence has been confirmed in a wealth of studies (Cain et al., 2000; Nation & Snowling, 1998).”
The Role of Sentence Recall in Reading and Language Skills of Children with Learning Difficulties. (2005, background): “Children who struggle in broader aspects of language skills such as sentence comprehension often do not show deficits in verbal short-term memory tasks ( Cain, Oakhill, & Bryant, 2000; Hanten & Martin, 2000; Nation & Snowling, 1998; Willis & Gathercole, 2000).”