Progress in Understanding Reading: Scientific Foundations and New Frontiers

By K. Stanovich. 2000

916 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/f8290a4c81bcec3c3e03d33322bc1ad74851b91d

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In Developmental and Educational Psychology

Citations in the corpus

3. RESEARCH ON TEACHING READING (2004, background): “…2000; Geva & Siegal, 2000; Geva & Verhoeven, 2000; Geva & Wang, 2001; Grabe & Stoller, 2002; Kamil, Mosenthal, Pearson, & Barr, 2000; Koda, 2004; National Reading Panel, 2000; Noordman & Vonk, 1999; Perfetti, 1999, 2003; Perfetti, Van Dyke, & Hart, 2001; Pressley, 2002c; Stanovich, 2000).”
Reading Achievement and Science Proficiency: International Comparisons From the Programme on International Student Assessment (2009, background): “A large body of research also suggests that extensive reading across a wide variety of domains and text types increases knowledge, vocabulary, and reading comprehension (Stanovich, 2000).”
A Comparison of Spanish Second Language Acquisition in Two Different Learning Contexts: Study Abroad and the Domestic Classroom. (2004, background): “Such negative effects (known in the child reading acquisition literature as Matthew Effects; Stanovich, 1986; 2000) occur when the learner is unable 15 F r o n t i e r s : The Interdisciplinary Journal of Study Abroad to gain sufficient momentum in his or her learning to support engaging in the very”
What Constitutes a Science of Reading Instruction? (2020, background): “Given the well-documented contentiousness of the reading field (Stanovich, 2000; Taylor, 1998), an embrace of a term like science of reading by some will only arouse opposition among others, as has been the case here (Calkins, 2020; National Education Policy Center & Education Deans for Justice and…”
Language deficits in poor comprehenders: a case for the simple view of reading. (2006, background): “Our results were consistent with those predicted by the phonological deficit hypothesis (Stanovich, 2000).”
Efficacy of supplemental phonics-based instruction for low-skilled kindergarteners in the context of language minority status and classroom phonics instruction. (2010, background): “Both alphabetic knowledge (Chall, 1967; Share, Jorm, Maclean, & Matthews, 1984; Tunmer, Herriman, & Nesdale, 1988) and phonological awareness (Adams, 1990; Bus & van IJzendoorn, 1999; Shankweiler & Liberman, 1989; Share, 1995; Snowling, 1991; Stanovich, 2000) are well-established early predictors of”
Correlates of Reading Fluency in Arabic: Diglossic and Orthographic Factors (2005, background): “One of the most important achievements of this pursuit constitutes in revealing the primary role of phonemic awareness in the acquisition of basic reading processes ( Stanovich, 2000 ).”
Addressing Summer Reading Setback Among Economically Disadvantaged Elementary Students (2010, positive): “…1984, 2009; Anderson, Wilson, & Fielding, 1988; Cipielewski & Stanovich, 1992; Cunningham & Stanovich, 1998; Kim, 2004; Samuels & Wu, 2003; Stanovich, 2000; Taylor, Frye, & Maruyama, 1990) and experimental data (Kim & White, 2008; Kuhn, 2005; Kuhn et al., 2006) demonstrating links between…”
On the Anglocentricities of current reading research and practice: the perils of overreliance on an "outlier" orthography. (2008, background): “…2002; National Reading Panel, 2000; Rayner, Foorman, Perfetti, Pesetsky, & Seidenberg, 2001; Rayner & Pollatsek, 1989; Snow, Burns, & Griffin, 1998; Snowling & Hulme, 2005; Stanovich, 2000), the current state of our knowledge is largely confined to English speakers reading in their native tongue.”
The Development of Narrative Comprehension and Its Relation to Other Early Reading Skills (2008, background): “More specifically, the ability to decode or recognize words is thought to be a specialized skill in that readers typically do not rely on their overall understanding of the text to decode words (e.g., Stanovich, 2000 ).”
Long-term relationships among early first language skills, second language aptitude, second language affect, and later second language proficiency (2009, background): “…& Gough, 1990), word decoding skill is separable from language comprehension (e.g., see Rayner, Foorman, Perfetti, Pesetsky, & Seidenberg, 2001; Stanovich, 2000), and L2 decoding skills explain a large part of the variance in L2 reading comprehension (e.g., see Koda, 2005; Sparks, Patton,…”
To read or not to read: a meta-analysis of print exposure from infancy to early adulthood. (2011, background): “The main inclusion criterion for the present meta-analysis was the administration of a print exposure checklist: an unobtrusive measure that is thought to be an objective proxy of reading volume (Stanovich, 2000; Stanovich & West, 1989).”
The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes (2001, background): “…trajectories can be explained, in part, by a predictable and consequential series of reading-related activities that begin with difficulty in foundational skills, progress to fewer encounters with and exposure to print, and culminate in lowered motivation and desire to read (Stanovich, 1986, 2000).”