Work

Exploring the role of knowledge in predicting reading and listening comprehension in fifth grade students

Year: 2022

Type: article

Study design: Observational Study

Source: Learning and Individual Differences

DOI: 10.1016/j.lindif.2022.102182

Authors: Amy M. Elleman, Laura M. Steacy, Jennifer K. Gilbert, Eunsoo Cho, Amanda C. Miller, Aviva Coyne-Green, Penn Pritchard, R. Stacy Fields, Samantha Schaeffer, Donald L. Compton

Institutions: Middle Tennessee State University, Florida State University, Vanderbilt University, Michigan State University, Regis University, Abilities In Motion

Language: English

Topic: Reading and Literacy Development

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: closed

Funders: Vanderbilt University, Middle Tennessee State University, Institute of Education Sciences, Eunice Kennedy Shriver National Institute of Child Health and Human Development

Awards: G2109282831, Response-To-Intervention as an Approach to Preventing and Identifying Learning Disabilities in Reading, Determinants of phenotypes within the word reading (dis)ability population: The impact of varied language experiences and child attributes on emerging reading skills

OpenAlex ID: W4285904136

FWCI: 3.735

Cites: 77

Cited by: 18

Related to: 10