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Description

This study examines whether accuracy in text consistency judgments account for variance in reading comprehension for students in grades 6–12. Findings suggest growth across the middle school and high school years, particularly for adequate comprehenders.

Citation

Barth, A. E., Barnes, M., Francis, D., Vaughn, S., & York, M. (2015). Inferential processing among adequate and struggling adolescent comprehenders and relations to reading comprehension. Reading and Writing, 28(5), 587–609.


Related Institute

Related Project

Published Date

2015

Funding Source

U.S. Department of Education, Institute of Education Sciences

Topic

Reading Instruction

Type of Resource

Journal Article/Book Chapter

Audience

Researcher

Grade Level

Middle School
High School