This section provides a selection of articles, videos, and podcasts about research into the role and contributions of listening comprehension to reading comprehension.
This section provides a selection of articles, videos, and podcasts about research into the role and contributions of listening comprehension to reading comprehension.
Stanovich, P. J., & Stanovich, K. E. (2003). Using research and reason in education: How teachers can use scientifically based research to make curricular & instructional decisions. Partnership for Reading (Project), National Institute for Literacy, US Department of Education. Available online here.
Adlof, S. M., & Hogan, T. P. (2019). If we don’t look, we won’t see: Measuring language development to inform literacy instruction. Policy Insights from the Behavioral and Brain Sciences, 6(2), 210-217. Available online here.
Cervetti, G. N., et al. (2020). How the reading for understanding initiative’s research complicates the simple view of reading invoked in the science of reading. Reading Research Quarterly, 55, S161-S172. Available online here.
Connor, C.M. (2014). Individualizing teaching in beginning reading. Better: Evidence-based Education. 6(3): 4-7. Available online here.
Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly, 56, S25-S44. Available online here.
Duke, N.K., Ward, A.E., & Pearson, P.D. (2021). The science of reading comprehension instruction. The Reading Teacher, 74(6), 663–672. Available online here.
Hjetland, H. N., Lervåg, A., Lyster, S. A. H., Hagtvet, B. E., Hulme, C., & Melby-Lervåg, M. (2019). Pathways to reading comprehension: A longitudinal study from 4 to 9 years of age. Journal of Educational Psychology, 111(5), 751. Available online here.
Hogan, T. P., Adlof, S. M., & Alonzo, C. N. (2014). On the importance of listening comprehension. International Journal of Speech-Language Pathology, 16(3), 199–207. Available online here.
Hogan, T., Bridges, M. S., Justice, L. M., & Cain, K. (2011). Increasing higher level language skills to improve reading comprehension. Focus on Exceptional Children, 44(3): 1-20. Available online here.
Hulme, C., Snowling, M. J., West, G., Lervåg, A., & Melby-Lervåg, M. (2020). Children’s language skills can be improved: Lessons from psychological science for educational policy. Current Directions in Psychological Science, 29(4), 372-377. Available online here.
Justice, L. M., & Jiang, H. (2023). Language is the basis of skilled reading comprehension. Handbook on the Science of Early Literacy, 131.
Kim, Y. S. G. (2020). Hierarchical and dynamic relations of language and cognitive skills to reading comprehension: Testing the direct and indirect effects model of reading (DIER). Journal of Educational Psychology, 112(4), 667. Available online here.
Kim, Y. S. G. (2020). Toward integrative reading science: The direct and indirect effects model of reading. Journal of Learning Disabilities 53.6: 469-491. Available online here
Kim, Y. S. G. (2023). Simplicity Meets Complexity. Handbook on the Science of Early Literacy, 9-22. Available online here.
Kim, Y. S. G., & Pilcher, H. (2016). What is listening comprehension and what does it take to improve listening comprehension?. Interventions in learning disabilities: A handbook on systematic training programs for individuals with learning disabilities, 159-173. Available online here.
Kim, Y. S. G., & Wagner, R. K. (2015). Text (oral) reading fluency as a construct in reading development: An investigation of its mediating role for children from grades 1 to 4. Scientific Studies of Reading, 19(3), 224-242. Available online here.
Language and Reading Research Consortium. (2015). Learning to read: Should we keep things simple?. Reading Research Quarterly, 50(2), 151-169.
Mancilla-Martinez, J., & Lesaux, N. K. (2017). Early indicators of later English reading comprehension outcomes among children from Spanish-speaking homes. Scientific Studies of Reading, 21(5), 428-448. Available online here.
Pearson, P. D., Palincsar, A. S., Biancarosa, G., & Berman, A. I. (Eds.). (2020). Reaping the Rewards of the Reading for Understanding Initiative. Washington, DC: National Academy of Education. Available online here.
Silverman, R. D., Johnson, E., Keane, K., & Khanna, S. (2020). Beyond decoding: A meta‐analysis of the effects of language comprehension interventions on K–5 students’ language and literacy outcomes. Reading Research Quarterly, 55, S207-S233.
Texas A&M University Department of Teaching, Learning and Culture. “TLAC Frontier Lecture Series: Developmental Relation of Reading Fluency and Reading Comprehension, Dr. Young-Suk Kim.” YouTube, July 23, 2013. Available online here.
University of California, Irvine School of Education. “Young-Suk Kim Full Interview”. YouTube, February 11, 2019. Available online here.
Florida Center for Reading Research. “FCRR 20th Anniversary: Barbara Foorman, Young-Suk Kim, Lynda Fender Hayes.” YouTube, January 23, 2023. Available online here.
Teaching Literacy Podcast. “E42 From Simplicity to Complexity: The Direct and Indirect Effects Model of Reading With Dr Young”. YouTube, September 9, 2023. Available online here.
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