A Review of the Effects of Self-Monitoring on Reading Performance of Students With Disabilities

By Laurice M. Joseph, Elisha Eveleigh. 2011

91 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/bebe48f792c31dc9c50a95534a8e63ed682b1c39

How researchers see this paper

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

1. Sara C. McDaniel
2. C. Kreigh
3. R. Gable
4. Silvana M. Watson
5. Kimberly C. Hughes
6. A. Bruhn
7. Sabra B. Gear

Citations in the corpus

• Evidence–Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities (2012, background): “Comprehension of text requires more than the activation of students’ prior knowledge; students must be able to monitor their own knowledge (Joseph & Eveleigh, 2011; Schunk & Zimmerman, 2007).”
• Self-Monitoring Interventions for Students with Behavior Problems: A Systematic Review of Current Research (2015, background): “In their review of studies on self-monitoring for students with disabilities including EBD, attention-deficit hyperactivity disorder (ADHD), speech/language impairments (SLI), and learning disabilities (LD), Joseph and Eveleigh (2011) examined effects on reading performance.”