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The Effects of Long-Term Vocabulary Instruction on Reading Comprehension: A Replication
5 references·16 citing·44 second hop
The Effects of Long-Term Vocabulary Instruction on Reading Comprehension: A Replication (1983)The Effects of Long-Term Vocabulary Instr…Cognition and Instruction (2000)Cognition and InstructionEffects of long-term vocabulary instruction on lexical access and reading comprehension. (1982)Effects of long-term vocabula…Text processing of domain-related information for individuals with high and low domain knowledge (1979)Text processing of domain-rel…Research in Comprehension in Reading (1968)Research in Comprehension in …Fundamental Factors of Comprehension in Reading (1944)Fundamental Factors of Compre…A Systematic Review of the Research on Vocabulary Instruction That Impacts Text Comprehension (2016)A Systematic Review of the Re…Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study (2014)Developmental Relations Betwe…Evidence for the Importance of Academic Word Knowledge for the Academic Achievement of Diverse Middle School Students (2012)Evidence for the Importance o…Generating Knowledge of Academic Language Among Urban Middle School Students (2009)Generating Knowledge of Acade…Effects of morphological instruction on vocabulary acquisition (2009)Effects of morphological inst…Vocabulary Intervention for Kindergarten Students: Comparing Extended Instruction to Embedded Instruction and Incidental Exposure (2007)Vocabulary Intervention for K…Speaking Up for Vocabulary (2007)Speaking Up for VocabularyTeaching new words to children with poor existing vocabulary knowledge: a controlled evaluation of the definition and context methods (2006)Teaching new words to childre…Relationships Between Word Knowledge and Reading Comprehension in Third-Grade Children (2006)Relationships Between Word Kn…The Relations Between Children’s Reading Comprehension, Working Memory, Language Skills and Components of Reading Decoding in a Normal Sample (2005)The Relations Between Childre…Teaching Vocabulary During Shared Storybook Readings: An Examination of Differential Effects (2004)Teaching Vocabulary During Sh…Metacognition and Self-Regulated Comprehension (2004)Metacognition and Self-Regula…Vocabulary Tricks: Effects of Instruction in Morphology and Context on Fifth-Grade Students’Ability to Derive and Infer Word Meanings (2003)Vocabulary Tricks: Effects of…Teaching morphemic and contextual analysis to fifth‐grade students (2002)Teaching morphemic and contex…Revising Social Studies Text from a Text-Processing Perspective: Evidence of Improved Comprehensibility (1991)Revising Social Studies Text …The Acquisition of Word Meaning from Context by Children of High and Low Ability (1985)The Acquisition of Word Meani…Significance tests and goodness of fit in the analysis of covariance structures. (1980)Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. (1998)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners (2007)Understanding and Resolving Failures in Human-Robot Interaction: Literature Review and Model Development (2018)Reading as reasoning: A study of mistakes in paragraph reading. (1917)Processing determinants of reading speed. 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(1994)The Impact of Reading Self-Efficacy and Task Value on Reading Comprehension Scores in Different Item Formats (2011)Literacy and Text Reading in Middle and High School Social Studies and English Language Arts Classrooms (2015)The contribution of theory of mind, counterfactual reasoning, and executive function to pre-readers’ language comprehension and later reading awareness and comprehension in elementary school (2015)Estimation and Tests of Significance in Factor Analysis (1955)Three Multivariate Models: Factor Analysis, Latent Structure Analysis, and Latent Profile Analysis (1959)The functional equivalence of problem solving skills (1975)The role of cognitive engagement in classroom learning and motivation (1983)Why are some problems hard? Evidence from Tower of Hanoi (1985)
this work references cited by second hop

References

  • 1982Effects of long-term vocabulary instruction on lexical access and reading comprehension.725 cited
  • 2000Cognition and Instruction632 cited
  • 1979Text processing of domain-related information for individuals with high and low domain knowledge515 cited
  • 1944Fundamental Factors of Comprehension in Reading345 cited
  • 1968Research in Comprehension in Reading339 cited

Cited by

  • 2006Relationships Between Word Knowledge and Reading Comprehension in Third-Grade Children318 cited
  • 2007Vocabulary Intervention for Kindergarten Students: Comparing Extended Instruction to Embedded Instruction and Incidental Exposure315 cited
  • 2014Developmental Relations Between Vocabulary Knowledge and Reading Comprehension: A Latent Change Score Modeling Study305 cited
  • 2007Speaking Up for Vocabulary303 cited
  • 2004Metacognition and Self-Regulated Comprehension295 cited
  • 2009Generating Knowledge of Academic Language Among Urban Middle School Students282 cited
  • 2004Teaching Vocabulary During Shared Storybook Readings: An Examination of Differential Effects278 cited
  • 1991Revising Social Studies Text from a Text-Processing Perspective: Evidence of Improved Comprehensibility275 cited
  • 2003Vocabulary Tricks: Effects of Instruction in Morphology and Context on Fifth-Grade Students’Ability to Derive and Infer Word Meanings

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265 cited
  • 2009Effects of morphological instruction on vocabulary acquisition261 cited
  • 2016A Systematic Review of the Research on Vocabulary Instruction That Impacts Text Comprehension258 cited
  • 2002Teaching morphemic and contextual analysis to fifth‐grade students238 cited
  • 2012Evidence for the Importance of Academic Word Knowledge for the Academic Achievement of Diverse Middle School Students211 cited
  • 1985The Acquisition of Word Meaning from Context by Children of High and Low Ability189 cited
  • 2005The Relations Between Children’s Reading Comprehension, Working Memory, Language Skills and Components of Reading Decoding in a Normal Sample182 cited
  • 2006Teaching new words to children with poor existing vocabulary knowledge: a controlled evaluation of the definition and context methods180 cited