ISSN 0141-0423 (Print); ISSN 1467-9817 (Online)
on behalf of
the United Kingdom Reading Association
Current Directions in Reading Comprehension Research
Reading comprehension in university students: relevance of PASS theory of intelligence
Georgiou, George K.; Das, J.P.
Exploring the link between cognitive processes and learning from refutational text
McCrudden, Matthew T.; Kendeou, Panayiota
Relationships between spontaneous note‐taking, self‐reported strategies and comprehension when reading multiple texts in different task conditions
Hagen, Åste M.; Braasch, Jason L.G.; Bråten, Ivar
The role of oral language skills in reading and listening comprehension of text: a comparison of monolingual (L1) and bilingual (L2) speakers of English language
Linguistic knowledge, fluency and meta‐cognitive knowledge as components of reading comprehension in adolescent low achievers: differences between monolinguals and bilinguals
Trapman, Mirjam; Gelderen, Amos; Steensel, Roel; Schooten, Erik; Hulstijn, Jan
Discourse‐level reading comprehension in Chinese children: what is the role of syntactic awareness?
Tong, Xiuhong; Tong, Xiuli; Shu, Hua; Chan, Shingfong; McBride‐Chang, Catherine
Investigating the effects of background knowledge on Chinese word processing during text reading: evidence from eye movements
Jian, Yu‐Cin; Ko, Hwa‐Wei
The relationship between expressive vocabulary knowledge and reading skills for adult struggling readers
Hall, Ryan; Greenberg, Daphne; Laures‐Gore, Jacqueline; Pae, Hye K.