The DOI matches its Crossref record; 59 of the 59 references it cites were found in a registry or an index.
Individual Differences in the Inference of Word Meanings From Context: The Influence of Reading Comprehension, Vocabulary Knowledge, and Memory Capacity.
Open accessAbstract
Two studies investigated the ability to use contextual information in stories to infer the meanings of novel vocabulary by 9-10-year-olds with good and poor reading comprehension. Across studies, children with poor reading comprehension were impaired when the processing demands of the task were greatest. In Study 2, working memory capacity was related to performance, but short-term memory span and memory for the literal content of the text were not. Children with poor reading comprehension were not impaired in learning novel vocabulary taught through direct instruction, but children with both weak reading comprehension and vocabulary were. Implications for the relation between vocabulary development and text comprehension are discussed.
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Cites
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Self-citation
Cited by
Word Knowledge in a Theory of Reading Comprehension
Perfetti, C., & Stafura, J. (2014) · Scientific Studies of Reading · doi:10.1080/10888438.2013.827687 · Cited by 1,362
Ending the reading wars: Reading acquisition from novice to expert
Castles, A., Rastle, K., & Nation, K. (2018) · Psychological Science in the Public Interest · doi:10.1177/1529100618772271 · Cited by 1,297
Adaptive training leads to sustained enhancement of poor working memory in children
Holmes, J., Gathercole, S. E., & Dunning, D. L. (2009) · Developmental Science · doi:10.1111/j.1467-7687.2009.00848.x · Cited by 961
The Precursors of Reading Ability in Young Readers: Evidence From a Four-Year Longitudinal Study
Oakhill, J. V., & Cain, K. (2012) · Scientific Studies of Reading · doi:10.1080/10888438.2010.529219 · Cited by 630
Self-citationRelations Among Speech, Language, and Reading Disorders
Pennington, B. F., & Bishop, D. V. M. (2009) · Annual Review of Psychology · doi:10.1146/annurev.psych.60.110707.163548 · Cited by 522
Metadata
- Authors
- Cain, K., Oakhill, J., & Lemmon, K.
- Venue
- Journal of Educational Psychology
- Published
- 2004-12
- Volume
- 96
- Issue
- 4
- Pages
- 671-681
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2122746007
- Cited by
- 583
- References
- 59
- FWCI
- 11.65
- Type
- journal article
- Language
- en
- Open access
- green
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