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Teaching Reading Comprehension
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Citations
Cited by
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
Palinscar, A. S., & Brown, A. L. (1984) · Cognition and Instruction · doi:10.1207/s1532690xci0102_1 · Cited by 5,186
Boekaerts, M. (1997) · Learning and Instruction · doi:10.1016/s0959-4752(96)00015-1 · Cited by 1,164
Chi, M. T. H., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001) · Cognitive Science · doi:10.1207/s15516709cog2504_1 · Cited by 855
Examining the effects of classroom discussion on students’ comprehension of text: A meta-analysis.
Murphy, P. K., Wilkinson, I. A. G., Soter, A. O., Hennessey, M. N., & Alexander, J. F. (2009) · Journal of Educational Psychology · doi:10.1037/a0015576 · Cited by 566
Patterns of Discourse in Two Kinds of Literature Discussion
Chinn, C. A., Anderson, R. C., & Waggoner, M. A. (2001) · Reading Research Quarterly · doi:10.1598/rrq.36.4.3 · Cited by 355
Research on the Role of Classroom Discourse As It Affects Reading Comprehension
Nystrand, M. (2006) · Research in the Teaching of English · doi:10.58680/rte20065107 · Cited by 351
The Role of Background Knowledge in Reading Comprehension: A Critical Review
Smith, R., Snow, P., Serry, T., & Hammond, L. (2021) · Reading Psychology · doi:10.1080/02702711.2021.1888348 · Cited by 326
Cultural familiarity in inferential and literal comprehension in L2 reading
Alptekin, C. (2006) · System · doi:10.1016/j.system.2006.05.003 · Cited by 154
Espin, C. A., & Foegen, A. (1996) · Exceptional Children · doi:10.1177/001440299606200602 · Cited by 131
Kim, Y.-S. G., & Piper, B. (2019) · Reading and Writing · doi:10.1007/s11145-018-9889-7 · Cited by 62
Freahat, N. M., & Smadi, O. M. (2014) · Theory and Practice in Language Studies · doi:10.4304/tpls.4.9.1804-1813 · Cited by 39
Espin, C. A., & Deno, S. L. (1993) · The Journal of Special Education · doi:10.1177/002246699302700304 · Cited by 32
Reading Comprehension Questions: The Distribution of Different Types in Global EFL Textbooks
Freeman, D. (2014) · English Language Teaching Textbooks · doi:10.1057/9781137276285_3 · Cited by 26
What's after “What's That?”: Preservice Teachers Learning to Ask Literary Questions
Wolf, S. A., Mieras, E. L., & Carey, A. A. (1996) · Journal of Literacy Research · doi:10.1080/10862969609547937 · Cited by 23
(2007) · Çanakkale Onsekiz Mart University AVESIS · Cited by 15
Lopera Medina, S. (2014) · PROFILE Issues in Teachers' Professional Development · doi:10.15446/profile.v16n1.36939 · Cited by 10
Using semantic maps as a teaching strategy for vocabulary development
Udaya, M. (2022) · European Journal of English Language Teaching · doi:10.46827/ejel.v6i5.4095 · Cited by 9
Metadata
- Authors
- Pearson, P. D., & Johnson, D. D.
- Venue
- The English Journal
- Published
- 1979-03
- Volume
- 68
- Issue
- 3
- Pages
- 88
- ISSN
- 0013-8274 (ISSN-L)
- OpenAlex
- W3103434229
- Cited by
- 743
- References
- 0
- FWCI
- 32.00
- Type
- journal article
- Language
- en
- Open access
- closed
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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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.