Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 5 |
| Since 2006 (last 20 years) | 5 |
Descriptor
| Elementary School Students | 5 |
| Grade 2 | 5 |
| Perspective Taking | 5 |
| Theory of Mind | 5 |
| Achievement Tests | 4 |
| Grammar | 4 |
| Inferences | 4 |
| Listening Comprehension | 4 |
| Reading Comprehension | 4 |
| Short Term Memory | 4 |
| Vocabulary | 4 |
| More ▼ | |
Publication Type
| Reports - Research | 5 |
| Journal Articles | 2 |
Education Level
| Early Childhood Education | 5 |
| Elementary Education | 5 |
| Grade 2 | 5 |
| Primary Education | 5 |
| Grade 4 | 2 |
| Intermediate Grades | 2 |
| Grade 1 | 1 |
| Grade 3 | 1 |
| Kindergarten | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Wechsler Individual… | 4 |
| Woodcock Johnson Tests of… | 4 |
| Oral and Written Language… | 2 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkKim, Young-Suk Grace; Petscher, Yaacov – Annals of Dyslexia, 2021
We investigated the contributions of multiple strands of factors--individual characteristics (struggling reader status, working memory, vocabulary, grammatical knowledge, knowledge-based inference, theory of mind, comprehension monitoring), a text feature (narrative vs. expository genre), and question types (literal and inferential)--to one's…
Descriptors: Reading Comprehension, Oral Language, Listening Comprehension, Elementary School Students
Kim, Young-Suk Grace – Journal of Educational Psychology, 2020
We investigated 2 hypotheses of a recently proposed integrative theoretical model of reading, the direct and indirect effects model of reading (DIER; Kim, 2017b, 2019): (a) hierarchical relations and (b) dynamic relations (or differential relations) of skills to reading comprehension. Students were assessed on reading comprehension, word reading,…
Descriptors: Language Skills, Cognitive Ability, Reading Comprehension, Reading Instruction
Download full textKim, Young-Suk Grace; Petscher, Yaacov – Grantee Submission, 2020
We investigated the contributions of multiple strands of factors--individual characteristics (struggling reader status, working memory, vocabulary, grammatical knowledge, knowledge-based inference, theory of mind, comprehension monitoring), a text feature (narrative vs. expository genre), and question types (literal and inferential)--to one's…
Descriptors: Reading Comprehension, Oral Language, Listening Comprehension, Elementary School Students
Kim, Young-Suk Grace – Grantee Submission, 2019
We investigated 2 hypotheses of a recently proposed integrative theoretical model of reading, the direct and indirect effects model of reading (DIER; Kim, 2017b, 2019): (a) hierarchical relations and (b) dynamic relations (or differential relations) of skills to reading comprehension. Students were assessed on reading comprehension, word reading,…
Descriptors: Language Skills, Cognitive Ability, Reading Comprehension, Reading Instruction
McKown, Clark; Russo-Ponsaran, Nicole; Johnson, Jason – Society for Research on Educational Effectiveness, 2016
The ability to understand and effectively interact with others is a critical determinant of academic, social, and life success (DiPerna & Elliott, 2002). An area in particular need of scalable, feasible, usable, and scientifically sound assessment tools is social-emotional comprehension, which includes mental processes enlisted to encode,…
Descriptors: Interpersonal Competence, Interaction, Social Behavior, Emotional Response
