The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
Testing and refining the direct and inferential mediation model of reading comprehension.
Abstract
Rejected by Ayla Stein (astein@illinois.edu), reason: Dear Professor Cromley, I've rejected your submission into the Illinois Research and Scholarship open collection because it would make more sense in the Research and Presentations - Education collection. Please re-submit your paper and select the Research and Presentations - Education collection from the drop-down menu. I've added you as a submitter to that collection, so if it wasn't available in the drop-down menu previously, it should be now. Thank you very much for your patience, and if you have any questions, please let me know. Best, Ayla Stein, Metadata Librarian astein@illinois.edu on 2016-07-26T15:27:45Z (GMT)
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Citations
Cites
Hu, L., & Bentler, P. M. (1999) · Structural Equation Modeling A Multidisciplinary Journal · doi:10.1080/10705519909540118 · Cited by 108,788
Akaike, H. (1987) · Springer Series in Statistics · doi:10.1007/978-1-4612-1694-0_29 · Cited by 4,027
McNamara, D. S., Kintsch, E., Songer, N. B., & Kintsch, W. (1996) · Cognition and Instruction · doi:10.1207/s1532690xci1401_1 · Cited by 1,341
Effect of the number of variables on measures of fit in structural equation modeling
Kenny, D. A., & McCoach, D. B. (2003) · Structural Equation Modeling: A Multidisciplinary Journal · doi:10.1207/s15328007sem1003_1 · Cited by 1,231
Wagner, R. K., Torgesen, J. K., Rashotte, C. A., Hecht, S. A., Barker, T. A., Burgess, S. R., Donahue, J., & Garon, T. (1997) · Developmental Psychology · doi:10.1037/0012-1649.33.3.468 · Cited by 1,077
Cunningham, A. E., & Stanovich, K. E. (1991) · Journal of Educational Psychology · doi:10.1037/0022-0663.83.2.264 · Cited by 493
Serial processing in reading aloud: Evidence for dual-route models of reading.
Coltheart, M., & Rastle, K. (1994) · Journal of Experimental Psychology: Human Perception and Performance · doi:10.1037/0096-1523.20.6.1197 · Cited by 391
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
McVay, J. C., & Kane, M. J. (2012) · Journal of Experimental Psychology: General · doi:10.1037/a0025250 · Cited by 562
A meta-analysis on the relation between reading and working memory
Peng, P., Barnes, M., Wang, C., Wang, W., Li, S., Swanson, H. L., Dardick, W., & Tao, S. (2018) · Psychological Bulletin · doi:10.1037/bul0000124 · Cited by 521
The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading
Duke, N. K., & Cartwright, K. B. (2021) · Reading Research Quarterly · doi:10.1002/rrq.411 · Cited by 510
Kim, Y.-S. G. (2017) · Scientific Studies of Reading · doi:10.1080/10888438.2017.1291643 · Cited by 393
Metadata
- Authors
- Cromley, J. G., & Azevedo, R.
- Venue
- Journal of Educational Psychology
- Published
- 2007
- Volume
- 99
- Issue
- 2
- Pages
- 311-325
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2053670431
- Cited by
- 584
- References
- 7
- FWCI
- 18.27
- Type
- journal article
- Language
- en
- Open access
- closed
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- Cromley, J. G., & Azevedo, R. (2007). Testing and refining the direct and inferential mediation model of reading comprehension. Journal of Educational Psychology. https://doi.org/10.1037/0022-0663.99.2.311
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
