PublisherDOIYearVolumeIssuePageTitleAuthor(s)Link
The Reading Teacher10.1598/rt.61.1.7200761170-77Instruction of Metacognitive Strategies Enhances Reading Comprehension and Vocabulary Achievement of Third-Grade StudentsRegina Boulware-Gooden, Suzanne Carreker, Ann Thornhill, R. Malatesha Joshihttps://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1598%2FRT.61.1.7, http://onlinelibrary.wiley.com/wol1/doi/10.1598/RT.61.1.7/fullpdf
Korean Journal of Child Studies10.5723/kjcs.2020.41.2.73202041273-88The Relationship of Executive Function and Reading Comprehension Ability in School-Aged Children with and without Vocabulary DelayJieun Kang, Hyojung Kwak, Hyejo Kim, Minah Yoo, Dongsun Yimhttp://childstudies.org/upload/pdf/kjcs-41-2-73.pdf, http://childstudies.org/journal/view.php?doi=10.5723/kjcs.2020.41.2.73, http://childstudies.org/upload/pdf/kjcs-41-2-73.pdf
Reading Research Quarterly10.1598/rrq.42.4.52007424546-567The relation between DIBELS, reading comprehension, and vocabulary in urban first-grade studentsBRANT W. RIEDELhttps://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1598%2FRRQ.42.4.5, https://onlinelibrary.wiley.com/doi/full/10.1598/RRQ.42.4.5
Learning Disabilities Research & Practice10.1111/ldrp.121442017Differences in the Mathematics-Vocabulary Knowledge of Fifth-Grade Students With and Without Learning DifficultiesSuzanne R. Forsyth, Sarah R. Powellhttps://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1111%2Fldrp.12144, http://onlinelibrary.wiley.com/wol1/doi/10.1111/ldrp.12144/fullpdf
Learning Disability Quarterly10.2307/151050519803235-45Teacher Rating and Reading Readiness as Predictors of Vocabulary and Comprehension Achievement in First, Second, Third and Fourth GradePeggy H. Glazzardhttp://journals.sagepub.com/doi/pdf/10.2307/1510505, http://journals.sagepub.com/doi/pdf/10.2307/1510505
Research in Autism Spectrum Disorders10.1016/j.rasd.2023.1021692023105102169Reading comprehension strategies for expository texts: Children with and without ASDYael Kimhi, Irit Kempner Mishkin, Nirit Bauminger-Zvielyhttps://api.elsevier.com/content/article/PII:S1750946723000697?httpAccept=text/xml, https://api.elsevier.com/content/article/PII:S1750946723000697?httpAccept=text/plain
British Journal of Educational Psychology10.1348/000709904322848815200474137-70Fostering reading comprehension in fifth grade by explicit instruction in reading strategies and peer tutoringHilde Keerhttps://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1348%2F000709904322848815
Journal of Reading Behavior10.1080/108629679095473291979113261-271Fifth Grade Readers' Comprehension of Explicit and Implicit Connective PropositionsJudith Westphal Irwinhttp://journals.sagepub.com/doi/pdf/10.1080/10862967909547329, http://journals.sagepub.com/doi/pdf/10.1080/10862967909547329
PLoS ONE10.1371/journal.pone.0074061201389e74061The Effect of Font Size on Reading Comprehension on Second and Fifth Grade Children: Bigger Is Not Always BetterTami Katzir, Shirley Hershko, Vered Halamishhttp://dx.plos.org/10.1371/journal.pone.0074061
Reading Research Quarterly10.1002/rrq.682013492169-187The Role of Comprehension Monitoring, Theory of Mind, and Vocabulary Depth in Predicting Story Comprehension and Recall of Kindergarten ChildrenKatherine Strasser, Francisca del Ríohttps://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1002%2Frrq.68, https://api.wiley.com/onlinelibrary/tdm/v1/articles/10.1002%2Frrq.68, https://onlinelibrary.wiley.com/doi/full/10.1002/rrq.68