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Cited by

• 2012Toward a Theoretical Model of Text Complexity for the Early Grades: Learning From the Past, Anticipating the Future124 cited
• 2022Reading wars or reading reconciliation? A critical examination of robust research evidence, curriculum policy and teachers' practices for teaching phonics and reading117 cited
• 2014Reading for Learning: Cognitive approaches to children's literature109 cited
• 2000Inside the Picture, Outside the Frame: Semiotics and the Reading of Wordless Picture Books76 cited
• 1999The Use of Traditional Storytelling in Education to the Learning of Literacy Skills76 cited
• 1999Words, Words, Words: Teaching Vocabulary in Grades 4-1274 cited
• 1990Intertextuality: Infectious Echoes from the Past.63 cited
• 2010Literacy, competence and meaning‐making: a human sciences approach62 cited
• 2003‘Reading’ pictures: what do they reveal? Young children's reading of visual texts61 cited
• 2004The Long, Long Way: Young Children Explore the Fabula and Syuzhet of Shortcut59 cited
• 2005Voices in the park, voices in the classroom: Readers responding to postmodern picture books56 cited
• 2014The Metafictive Nature of Postmodern Picturebooks49 cited
• 2008Writing theories and writing pedagogies45 cited
• 2011