Issues of causality in children’s reading comprehension

By Jane Oakhill, K. Cain. 2007

120 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c064c96319410d8b01762e768c979887cb56f0e9

How researchers see this paper

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

1. N. Schmitt
2. Xiangying Jiang
3. W. Grabe
4. Elena Florit
5. Maja Roch
6. Chiara Levorato
7. Stuart Webb
8. E. Peters

Citations in the corpus

• The Percentage of Words Known in a Text and Reading Comprehension. (2011, background): “Moreover, inferencing skills, in the context of reading academic texts, are an important predictor of reading abilities (Oakhill & Cain, 2007; Perfetti et al., 2005).”
• Listening Text Comprehension of Explicit and Implicit Information in Preschoolers: The Role of Verbal and Inferential Skills (2011, methodology): “…research on listening text comprehension in young children, and especially in children speaking languages other than English, is scarce (e.g., Oakhill & Cain, 2007a; van den Broek et al., 2005), but we expected that the linguistic and cognitive components involved in reading comprehension…”