What is the Reading Component Skill Profile of Adolescent Struggling Readers in Urban Schools?

By Michael F. Hock, I. Brasseur, Donald D. Deshler, H. Catts, Janet G. Marquis, Carrie Mark, Jean Wu Stribling. 2009

167 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/f3e7fa2d43e19496f4a0d406be8fe5740f3ab3eb

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. Gina Biancarosa
2. Michael J. Kieffer
3. Irma F. Brasseur-Hock
4. Nell K. Duke
5. Donald D. Deshler
6. Kelly B. Cartwright
7. Michael F. Hock
8. N. Schmitt

In Education

1. Gina Biancarosa
2. Irma F. Brasseur-Hock
3. Nell K. Duke
4. Donald D. Deshler
5. Kelly B. Cartwright
6. Michael F. Hock
7. Michael J. Kieffer
8. Nonie K. Lesaux

Citations in the corpus

• The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading (2021, background): “…identified students with decoding and listening comprehension at grade-appropriate levels who nevertheless exhibit reading difficulties (Aaron, Joshi, & Williams, 1999; Catts, Hogan, & Adlof, 2005; Catts, Hogan, & Fey, 2003; Ebert & Scott, 2016; Hock et al., 2009; Morris et al., 2017; see Table 1).”
• Adolescent struggling readers in urban schools: Results of a Latent Class Analysis (2011, methodology): “Consequently, these students are unable to understand and respond to the complex literacy demands of secondary school subject-matter courses (Hock et al., 2009; Lee, Grigg, & Donahue, 2007).”