Wolfe, M. B., & Goldman, S. R. (2005). Relationships between adolescents’ text processing and reasoning. Cognition & Instruction, 23(4), 467-502.
Whitehurst, G. J., & Lonigan, C. J. (1998). Child development and emergent literacy. Child development, 69(3), 848-872.
Vermunt, J. & Magidson, J. (2002). Latent class models for clustering: A comparison with K-means. Canadian Journal of Marketing Research, 20(1), 36-43.
Vaughn, S., Fletcher, J. M., Francis, D. J., Denton, C. A., Wanzek, J., Wexler, J., .Cirino, P. T., Barth, A. E., & Romain, M. A. (2008). Response to intervention with older students with reading difficulties. Learning and Individual Differences, 18(3), 338-345.
Van den Broek, P., McMaster, K., Rapp, D. N., Kendeou, P., Espin, C., & Deno, S. (2006). Connecting cognitive science and educational practice to improve reading comprehension. In Institute of Education Sciences Research Conference, Washington, DC.
Van den Broek, P., Lorch, R. F., Linderholm, T., & Gustafson, M. (2001). The effects of readers’ goals on inference generation and memory for texts. Memory & Cognition, 29(8), 1081-1087.
Van den Broek, P., Fletcher, C. R., & Risden, K. (1993). Investigations of inferential processes in reading: A theoretical and methodological integration. Discoure Processes, 16, 169-180.
Van den Broek, P., & Espin, C. A. (2012). Connecting cognitive theory and assessment: Measuring individual differences in reading comprehension. School Psychology Review, 41(3), 315-326.
Upshur, J. A., & Turner, C. E. (1999). Systematic effects in the rating of second-language speaking ability: Test method and learner discourse. Language Testing, 16(1), 82-111.
Trabasso, T., & Magliano, J. P. (1996). Conscious understanding during comprehension. Discourse Processes, 21(3), 255-287.
Taylor, W. L. (1953). Cloze procedure: a new tool for measuring readability. Journalism and Mass Communication Quarterly, 30(4), 415-433.
Swanson, H. L., & Harris, K. R (2013). Handbook of learning disabilities. New York, NY: Guilford press.
Swanson, H. L. (2001). Research on interventions for adolescents with learning disabilities: A meta-analysis of outcomes related to higher-order processing. The Elementary School Journal, 101(3), 331-348.
Starks-Martin, G. (1996). Using" Think Alouds," Journals, and Portfolio Essays to Assess ESL Students' Learning Processes. Research and Teaching in Developmental Education, 13(1), 127-129.
Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading research quarterly, 21, 360-407.
Spear-Swerling, L., & Sternberg, R. J. (1994). The road not taken an integrative theoretical model of reading disability. Journal of learning disabilities, 27(2), 91-103.
Singer, M., Andruslak, P., Reisdorf, P., & Black, N. L. (1992). Individual differences in bridging inference processes. Memory & cognition, 20(5), 539-548.
Siger, M., & Haldorson, M. (1996). Constructing and validating motive bridging inferences. Cognitive Psychology, 30(1), 1-38.
Schmiege, S. J., Meek, P., Bryan, A. D., & Petersen, H. (2012). Latent variable mixture modeling: A flexible statistical approach for identifying and classifying heterogeneity. Nursing research, 61(3), 204-212.
Ricketts, J., Nation, K., & Bishop, D. V. (2007). Vocabulary is important for some, but not all reading skills. Scientific Studies of Reading, 11(3), 235-257.
Rawson, K. A., & Kintsch, W. (2005). Rereading Effects Depend on Time of Test. Journal of Educational Psychology, 97(1), 70-80.
Rapp, D. N., Broek, P. V. D., McMaster, K. L., Kendeou, P., & Espin, C. A. (2007). Higher-order comprehension processes in struggling readers: A perspective for research and intervention. Scientific Studies of Reading, 11(4), 289-312.
Rapp, D. N., & van den Broek, P. (2005). Dynamic text comprehension an integrative view of reading. Current directions in psychological science, 14(5), 276-279.
Ramus, F. (2003). Developmental dyslexia: specific phonological deficit or general sensory motor dysfunction?. Current opinion in neurobiology, 13(2), 212-218.
Perfetti, C. A., Landi, N., & Oakhill, J. (2005). The Acquisition of Reading Comprehension Skill. The science of reading: A handbook(Vol. 9). Hoboken, NJ : John Wiley & Sons.
Pastor, D. A. (2007). A Latent profile analysis of college students’ achievement goal orientation. Contemporary Education Psychology, 32(1), 8-47.
O’Reilly, T., & McNamara, D. S. (2007). Reversing the reverse cohesion effect: Good texts can be better for strategic, high-knowledge readers. Discourse Process, 43, 121-152.
Oakhill, J., & Cain, K. (2007). Introduction to comprehension development. Children’s comprehension problems in oral and written language: A cognitive perspective. New York, NY: Guilford Press
Oakhill, J. V., Cain, K., & Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language and cognitive processes, 18(4), 443-468.
Oakhill, J. (1984). Inferential and memory skills in children's comprehension of stories. British Journal of Educational Psychology, 54(1), 31-39.
O'connor, R. M., & Colder, C. R. (2005). Predicting alcohol patterns in first-year college students through motivational systems and reasons for drinking. Psychology of Addictive Behaviors, 19(1), 10-20.
Nation, K., Clarke, P., Marshall, C. M., & Durand, M. (2004). Hidden language impairments in children: Parallels between poor reading comprehension and specific language impairment?. Journal of Speech, Language, and Hearing Research, 47(1), 199-211.
Myers, J. L., & O'Brien, E. J. (1998). Accessing the discourse representation during reading. Discourse processes, 26(2-3), 131-157.
Moore, P. J., & Kirby, J. R. (1988). Comprehension training and reading performance. Reading, 22(2), 126-136.
Mercer, C. D. (1992). Students with learning disabilities(4th ed.). Columbus, OH: Merrill Publishing.
McNamara, D. S., & Magliano, J. (2009). Toward a comprehensive model of comprehension. Psychology of learning and motivation, 51, 297-384.
McNamara, D. S. (2004). SERT: self-explanation reading training. Discourses Processes, 38, 1-30.
McMaster, K. L., Van den Broek, P., Espin, C. A., White, M. J., Rapp, D. N., Kendeou, P., & Carlson, S. (2012). Making the right connections: Differential effects of reading intervention for subgroups of comprehenders. Learning and Individual Differences, 22(1), 100-111.
McGee, A., & Johnson, H. (2003). The effect of inference training on skilled and less skilled comprehenders. Educational Psychology, 23(1). 49-59.
Markman, E. M. (1981). Comprehension monitoring. In J. Dickson(Ed.), Children’s oral communication skills. New York, NY: Academic Press.
Magliano, J. P., Millis, K., Ozuru, Y., & McNamara, D. S. (2007). A multidimensional framework to evaluate reading assessment tools. Reading comprehension strategies: Theories, interventions, and technologies, 107-136.
Magliano, J. P., Millis, K. K., Ozuru, Y., & McNamara, D. S. (2007). A multidimensional framework to evaluate reading assessment tools. In D. S. McNamara(Ed.), Reading comprehension strategies: Theories, intervention, and technologies. Mahwah, NJ: Erlbaum.
Magliano, J. P., Millis, K. K., Levinstein, I., & Boonthum, C. (2011). Assessing comprehension during reading with the Reading Strategy Assessment Tool (RSAT). Metacognition and learning, 6(2), 131-154.
Magliano, J. P., & Millis, K. K. (2003). Assessing reading skill with a think-aloud procedure and latent semantic analysis. Cognition and Instruction, 21(3), 251-283.
Lipka, O., Lesaux, N. K., & Siegel, L. S. (2006). Retrospective analyses of the reading development of grade 4 students with reading disabilities risk status and profiles over 5 years. Journal of Learning Disabilities, 39(4), 364-378.
Lesaux, N. K., & Kieffer, M. J. (2010). Exploring sources of reading comprehension difficulties among language minority learners and their classmates in early adolescence. American Educational Research Journal, 47(3), 596-632.
Lance, G. N., & Williams, W. T. (1967). A general theory of classificatory sorting strategies: II. Clustering systems. The computer journal, 10(3), 271-277.
Kroesbergen, E. H., & Van Luit, J. E. (2003). Mathematics interventions for children with special educational needs: A meta-analysis. Remedial and special education, 24(2), 97-114.
Krejcie, R. V., & Morgan, D. M. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30, 607-610.
Klingner, J. K., Vaughn, S., & Boardman, A. (2015). Teaching Reading Comprehension to Students with Learning Difficulties(2nd). New York, NY: Guilford Publications.
Klauda, S. L., & Guthrie, J. T. (2008). Relationships of three components of reading fluency to reading comprehension. Journal of Educational psychology, 100(2), 310-321.
Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York, NY: Cambridge University Press.
Kintsch, W. (1988). The role of knowledge in discourse comprehension: a construction-integration model. Psychological Review, 95, 163-182.
King, W. M., Giess, S. A., & Lombardino, L. J. (2007). Subtyping of children with developmental dyslexia via bootstrap aggregated clustering and the gap statistic: comparison with the double- deficit hypothesis. International journal of language & communication disorders, 42(1), 77-95.
Jitendra, A. K., Hoppes, M. K., & Xin, Y. P. (2000). Enhancing Main Idea Comprehension for Students with Learning Problems The Role of a Summarization Strategy and Self-Monitoring Instruction. The Journal of Special Education, 34(3), 127-139.
Irwin, J. W. (1991). Teaching reading comprehension processes (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.
Hutchinson, N. L. (1993). Effects of cognitive strategy instruction on algebra problem solving of adolescents with learning disabilities. Learning Disability Quarterly, 16(1), 6-18.
Hulme, C. (2002). Phonemes, rimes, and the mechanisms of early reading development. Journal of Experimental Child Psychology, 82(1), 58-64.
Howell, D. C. (1992). Statistical methods for psychology (3rd Ed.). Belmont, CA: Duxbury.
Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127-160.
Holmes, W. C. (1998). A short, psychiatric, case-finding measure for HIV seropositive outpatients: performance characteristics of the 5-item mental health subscale of the SF-20 in a male, seropositive sample. Medical care, 36(2), 237-243.
Hannon, B., & Daneman, M. (2001). A new tool for measuring and understanding individual differences in the component processes of reading comprehension. Journal of Educational Psychology, 93(1), 103-128.
Graesser, A. C., Singer, M., & Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101(3), 371-395.
Gisev, N., Bell, J. S., & Chen, T. F. (2013). Interrater agreement and interrater relaibaility: key concepts, approaches, and applications. Research in Social and Administrative Pharmacy, 9(3), 330-338.
Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71(2), 279-320.
Gernsbacher, M. A. (1993). Less skilled readers have less efficient suppression mechanisms. Psychological Science, 4(5), 294-298.
Gajria, M., Jitendra, A. K., Sood, S., & Sacks, G. (2007). Improving comprehension of expository text in students with ld a research synthesis. Journal of learning disabilities, 40(3), 210-225.
Fuchs, L. S., Fuchs, D., & Compton, D. L. (2013). Intervention effects for students with comorbid forms of learning disability: Understanding the needs of nonresponders. Journal of learning disabilities, 46(6), 534-548.
Forkmann, T., Vehren, T., Boecker, M., Norra, C., Wirtz, M., & Gauggel, S. (2009). Sensitivity and specificity of the Beck Depression Inventory in cardiologic inpatients: how useful is the conventional cut-off score?. Journal of psychosomatic research, 67(4), 347-352.
Flanagan, D. P., Ortiz, S. O., Alfonso, V. C., & Mascolo, J. T., (2006). The achievement test desk reference(ATDR): A guide to learning disability identification. Hoboken, NJ : John Wiley & Sons.
Flanagan, D. P., & Alfonso, V. C. (2010). Essentials of specific learning disability identification(Vol. 82). Hoboken, NJ : John Wiley & Sons.
Feifer, S. G, & Della Toffalo, D. A. (2007). Integrating RTI with cognitive neuroscience: A scientific approach to reading. Middletown, MD: School Neuropsych Press.
Ehrlich, M. F., & Remond, M. (1997). Skilled and less skilled comprehenders: French children's processing of anaphoric devices in written texts. British Journal of Developmental Psychology, 15(3), 291-309.
Durkin, D. (1978). What classroom observations reveal about reading comprehension instruction. Reading Research Quarterly, 15, 481-533.
Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D. (1991). Moving from the old to the new: Research on reading comprehension instruction. Review of Educational Research, 61(2), 239-264.
Cromley, J. G., & Azevedo, R. (2007). Testing and refining the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology, 99(2), 311-325.
Coyne, M. D., Simonsen, B., & Faggella-Luby, M. (2008). Cooperating initiatives: Supporting behavioral and academic improvement through a systems approach. Teaching Exceptional Children, 40(6), 54-59.
Cornoldi, C., & Oakhill, J. V. (Eds.). (2013). Reading comprehension difficulties: Processes and intervention. Oxford: Routledge.
Compton, D. L., Fuchs, D., Fuchs, L. S., Elleman, A. M., & Gilbert, J. K. (2008). Tracking children who fly below the radar: Latent transition modeling of students with late-emerging reading disability. Learning and Individual Differences, 18(3), 329-337.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences(2nd). Hilsdale. NJ: Lawrence Earlbaum Associates.
Cirilo, R. K. (1981). Referential coherence and text structure in story comprehension. Journal of Verbal Learning and Verbal Behavior, 20(3), 358-367.
Chall, J. S. (1983). Stages of reading development. New York, NY: McGraw-Hill Book Company.
Catts, H. W., Adlof, S. M., Hogan, T. P., & Weismer, S. E. (2005). Are specific language impairment and dyslexia distinct disorders?. Journal of Speech, Language, and Hearing Research, 48(6), 1378-1396.
Catts, H. W., & Kamhi, A. G. (Eds.). (2005). The connections between language and reading disabilities. Mahwah, NJ : Psychology Press.
Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. New York, NY: Cambridge University Press.
Carlson, S. E., Seipel, B., & McMaster, K. (2014). Development of a new reading comprehension assessment: Identifying comprehension differences among readers. Learning and Individual Differences, 32, 40-53.
Cain, K., Oakhill, J., & Bryant, P. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of educational psychology, 96(1), 31-42.
Cain, K., Oakhill, J. V., Barnes, M. A., & Bryant, P. E. (2001). Comprehension skill, inference-making ability, and their relation to knowledge. Memory & cognition, 29(6), 850-859.
Cain, K., & Oakhill, J. V. (1999). Inference making ability and its relation to comprehension failure in young children. Reading and writing, 11(5-6), 489-503.
Byrne, B. (1998). The foundational of literacy : The child’s acquisition of the alphabetic principle. East Sussex, UK: Psychology Press.
Bus, A. G., & Van IJzendoorn, M. H. (1999). Phonological awareness and early reading: A meta-analysis of experimental training studies. Journal of educational psychology, 91(3), 403-414.
Braze, D., Tabor, W., Shankweiler, D. P., & Mencl, W. E. (2007). Speaking up for vocabulary reading skill differences in young adults. Journal of learning disabilities, 40(3), 226-243.
Bowyer‐Crane, C., & Snowling, M. J. (2005). Assessing children's inference generation: What do tests of reading comprehension measure?. British Journal of Educational Psychology, 75(2), 189-201.
Baumann, J. F., Jones, L. A., & Seifert-Kessell, N. (1993). Using think aloud to enhance children's comprehension monitoring abilities. The Reading Teacher, 47(3), 184-193.
Basaraba, D., Yovanoff, P., Alonzo, J., & Tindal, G. (2013). Examining the structure of reading comprehension: Do literal, inferential, and evaluative comprehension truly exist? Reading and Writing, 26(3), 349-379.
Barrett, T. C. (1976). Taxonomy of reading comprehension. In R. Smith & T. Barrett eds., Teaching reading in the middle grades. Mass: Addison-wesley.
Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.
Applegate, M. D., Quinn, K. B., & Applegate, A. J. (2002). Levels of thinking required by comprehension questions in informal reading inventories. The Reading Teacher, 56(2), 174-180.
Anderson, R. C. (1985). Becoming a Nation of Readers: The Report of the Commission on Reading. Washington, D. C: The National Institute of Education.