Comprehension challenges in the fourth grade: The roles of text cohesion, text genre, and readers' prior knowledge

By Danielle S. McNamara, Yasuhiro Ozuru, Randy G. Floyd. 2011

147 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e7198a8831c6a4095d8ab903c530287e003447f2

How researchers see this paper

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

1. Panayiota Kendeou
2. Paul van den Broek
3. Kathryn S. McCarthy
4. A. Helder
5. Josefine Karlsson
6. Gale M. Sinatra
7. Suzanne H. Broughton
8. Brian W. Miller

Citations in the corpus

• The Multidimensional Knowledge in Text Comprehension framework (2021, background): “…of prior knowledge in other nonacademic domains (e.g., Wang et al., under review) as well as across a variety of academic domains (e.g., Johnston, 1984; McNamara et al., 1996; Voss & Silfies, 1996) and across many age groups (e.g., Adams et al., 1995; Best et al., 2005; McNamara et al., 2011).”
• A Cognitive View of Reading Comprehension: Implications for Reading Difficulties (2014, background): “This can be done, for example, by putting important information that needs to be connected in close proximity in the text and by making implicit connections more explicit (McNamara, Ozuru, & Floyd, 2011).”