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Cited by

• 1984Spontaneous versus instructed use of multiple standards for evaluating comprehension: Effects of age, reading proficiency, and type of standard102 cited
• 2014Metacognitive Processes and Reading Comprehension93 cited
• 1992Effects of Passage Type on Comprehension Monitoring and Recall in Good and Poor Readers88 cited
• 1986Metacognition and Special Education: a Review of a View84 cited
• 2006Metacognitive strategies and reading comprehension in elementary-school students74 cited
• 1994Reciprocal Teaching in a Regular Primary School Classroom70 cited
• 1999Ways of reading: How knowledge and use of strategies are related to reading comprehension66 cited
• 2015Supplemental reading strategy instruction for adolescents: A randomized trial and follow-up study60 cited
• 2009Teaching Students With Reading Difficulties to be Close Readers: A Feasibility Study57 cited
• 1993Cognitive and Motivational Determinants of Reading Comprehension in Good and Poor Readers57 cited
• 1998Improving text comprehension strategies in reading and listening settings53 cited
• 2006Comprehension monitoring and reading comprehension in bilingual students52 cited
• 1997Effects of Metacognitive Skills and Nonverbal Ability on Academic Achievement of High School Pupils50 cited