Word Knowledge in a Theory of Reading Comprehension

By Charles A. Perfetti, J. Stafura. 2014

1,187 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e6f3e83c3c3a9d52da242288cca84826d38b66fa

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Citations in the corpus

Theory of Mind: a Hidden Factor in Reading Comprehension? (2018, result): “The idea that ToM can inform situation model building is also in line with the Reading Systems Framework (Perfetti 1999; Perfetti and Stafura 2013).”
CONTEXTUAL WORD LEARNING DURING READING IN A SECOND LANGUAGE (2017, background): “Thus, word-to-text integration processes “reflect a close coupling of word identification with representations of the meaning of the text, mediated by the retrieval and selection of word meanings” (Perfetti & Stafura, 2014, p. 30).”
Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension (2015, background): “Moreover, given that vocabulary knowledge is positioned as a critical contributor to reading comprehension (Perfetti & Stafura, 2014), CALS-I scores might still be predictive, yet might not offer any unique contribution beyond the explanatory power of vocabulary knowledge.”
What’s the best way to characterize the relationship between working memory and achievement?: An initial examination of competing theories. (2020, background): “An alternative view also exists that represents a synthesis of prior reading and working memory research (e.g., Peng, Wang, Wang, & Lin 2019; Perfetti & Stafura, 2014).”
The relations between lower and higher level comprehension skills and their role in prediction of early reading comprehension. (2014, background): “Second, as a story unfolds an individual with richer vocabulary knowledge will activate a greater range of associated concepts and be better prepared to make inferences to support comprehension than someone with poorer knowledge (Elbro & Buch-Iverson, 2013; Perfetti, 2007; Perfetti & Stafura, 2014).”
Universals in Learning to Read Across Languages and Writing Systems (2021, background): “In both cases, they are the central connection point between coded input and comprehension, as much a component of a reading system as a language system (Perfetti & Stafura, 2014).”
The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading (2021, background): “In their reading systems framework, Perfetti and Stafura (2014) proposed that executive skills enable readers to coordinate processes that cut across word recognition and language comprehension and to forge the essential connections among phonology, orthography, and meaning necessary for the mature…”