Relation Between Multiple Indices of Reading Amount and Vocabulary and Reading Comprehension Skills :-Reference-Cited by-同舟云学术

Relation Between Multiple Indices of Reading Amount and Vocabulary and Reading Comprehension Skills :

Published:2015 Issue:3 Volume:63 Page:254-266
ISSN:0021-5015
Container-title:The Japanese Journal of Educational Psychology
language:en
Short-container-title:Kyoiku shinrigaku kenkyu

Author:

INOHARA KEISUKE¹,UEDA AYAKA²,SHIOYA KYOKO³,OSANAI HIDEKAZU⁴

Affiliation:

1. THE UNIVERSITY OF ELECTRO-COMMUNICATIONS

2. JAPAN LUTHERAN COLLEGE

3. KANSAI UNIVERSITY

4. KYOTO UNIVERSITY

Publisher

The Japanese Association of Educational Psychology

Subject

Developmental and Educational Psychology,Education

Link

https://www.jstage.jst.go.jp/article/jjep/63/3/63_254/_pdf

Reference19 articles.

1. 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, 226-243.

2. Cain, K., Lemmon, K., & Oakhill, J. (2004). Individual differences in the inference of word meanings from context : The influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of Educational Psychology, 96, 671-681.

3. Cain, K., Oakhill, J. V., & Elbro, C. (2003). The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties. Journal of Child Language, 30, 681-694.

4. Cunningham, A. E., & Stanovich, K. E. (1990). Assessing print exposure and orthographic processing skill in children : A quick measure of reading experience. Journal of Educational Psychology, 82, 733-740.

5. Kim, J. S., Samson, J. F., Fitzgerald, R., & Hartry, A. (2010). A randomized experiment of a mixed-methods literacy intervention for struggling readers in grades 4-6 : Effects on word reading efficiency, reading comprehension and vocabulary, and oral reading fluency. Reading and Writing, 23, 1109-1129.

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