Research briefs

Research brief

Repeated Reading Effect on Reading Fluency and Reading Comprehension in Monolingual and Bilingual EFL learners

By Maryam Tafaroji Yeganeh

Published Procedia – Social and Behavioral Sciences, 2013, 70, 1778–1786.

Research brief

A Meta-Analysis of Non-Repetitive Reading Fluency Interventions for Students with Reading Difficulties

By Leah M. Zimmermann, Deborah K. Reed, & Ariel M. Aloe

Published Remedial and Special Education, 2019, 1–16. DOI: 10.1177/0741932519855058

Research brief

The Effects of Reading Fluency Interventions on the Reading Fluency and Reading Comprehension Performance of Elementary Students with Learning Disabilities: A Synthesis of the Research from 2001 to 2014

By Elizabeth A. Stevens, Melodee A. Walker, & Sharon Vaughn

Published Journal of Learning Disabilities, 2017, 50(5), 576–590. DOI: 10.1177/0022219416638028

Research brief

How Children Read Words

By Usha Goswami & Peter Bryant

Published Chapter 2 in a book Phonological Skills and Learning to Read, 2016. ISBN: 978-1-315-69506-8 (ebk).

Research brief

Phonological awareness and reading

By Usha Goswami & Peter Bryant

Published Chapter 1 in a book Phonological Skills and Learning to Read, 2016. ISBN: 978-1-315-69506-8 (ebk).

Research brief

Naming Speed and Reading: From Prediction to Instruction

By John R. Kirby, George K. Georgiou, Rhonda Martinussen, & Rauno Parrila

Published Reading Research Quarterly, 2010, 45(3), 341–362, dx.doi.org/10.1598/RRQ.45.3.4

Research brief

Rapid Automatised Naming (RAN) and Reading Fluency: Implications for Understanding and Treatment of Reading Disabilities

By Elizabeth S. Norton & Maryanne Wolf

Published Annual Review of Psychology, 2012, 63, 427–452, doi: 10.1146/annurev-psych-120710-100431

Research brief

What Mechanism Underlies the Rapid Automatized Naming – Reading Relation?

By George Georgiou & Rauno Parrila

Published Journal of Experimental Child Psychology, 2020, 194, 104840. https://doi.org/10.1016/j.jecp.2020.104840

Research brief

Working Memory, Long-Term Memory, and Language Processing: Issues and Future Direction

By Fabienne Collette, Martial Van der Linden, & Martine Poncelet

Published Brain and Language, 2000, 71, 46–51.

Research brief

Classroom Climate and Children’s Academic and Psychological Wellbeing: A Systematic Review and Meta-Analysis

By Ming-Te Wang, Jessica L. Degol, Jamie Amemiya, Alyssa Parr, & Jiesi Guo

Published Developmental Review, 2020, 57, 100912. https://doi.org/10.1016/j.dr.2020.100912

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