Making the right connections: Differential effects of reading intervention for subgroups of comprehenders

By Kristen L. McMaster, Paul van den Broek, C. Espin, M. White, David N. Rapp, Panayiota Kendeou, Catherine M. Bohn-Gettler, Sarah E. Carlson. 2012

218 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/d6daca3c8b13e98a676dce4d8469ee232be8bd12

How researchers see this paper

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

In Developmental and Educational Psychology

1. Panayiota Kendeou
2. Paul van den Broek
3. Kristen L. McMaster
4. P. W. van den Broek
5. Sarah E. Carlson
6. C. Espin
7. Ben Seipel
8. A. Helder

In Education

1. Paul van den Broek
2. Panayiota Kendeou
3. Kristen L. McMaster
4. P. W. van den Broek
5. Tenaha O'Reilly
6. John P. Sabatini
7. Theodore J. Christ
8. Sarah E. Carlson

Citations in the corpus

• Connecting Cognitive Theory and Assessment: Measuring Individual Differences in Reading Comprehension (2012, background): “Such measures have been found to capture individual and developmental differences (Rapp et al., 2007; McMaster et al., 2012; for review, see van den Broek et al., in press).”
• Integrating Scenario–Based and Component Reading Skill Measures to Understand the Reading Behavior of Struggling Readers (2014, background): “The empirical literature supports the notion that struggling readers may have different underlying strengths and weaknesses that may warrant instruction targeted to their specific needs (e.g., Foorman & Cianco, 2005; McMaster et al., 2012; Rayner, Foorman, Perfetti, Pesetsky, & Seidenberg, 2001).”
• A Cognitive View of Reading Comprehension: Implications for Reading Difficulties (2014, background): “Indeed, the implementation of structured questioning interventions during reading shows great promise for improving reading comprehension skills in various subgroups of struggling readers (McMaster et al., 2012).”
• Reading Comprehension (2016, background): “Preliminary evidence suggests that such a questioning approach improves students’ comprehension of specific texts (McMaster et al., 2012); however, further research is needed to help students transfer these inference-making skills to a broader range of texts.”
• Development of a new reading comprehension assessment: Identifying comprehension differences among readers (2014, methodology): “Included in this examination was also whether MOCCA can be used to identify subtypes of poor comprehenders similar to those identified in previous research using think-aloud approaches (McMaster et al., 2012; Rapp et al., 2007).”