Amy M. Elleman

TL;DR: This paper conducted a meta-analysis of vocabulary interventions in grades pre-K to 12 with 37 studies to better understand the impact of vocabulary on comprehension, finding that vocabulary instruction was effective at increasing students' ability to comprehend text with custom measures, but was less effective for standardized measures (d = 0.10).

TL;DR: Reading theory is returned in an attempt to identify ways that current interventions may be reconceptualized to treat word-reading and reading comprehension deficits and calls for the development of a new generation of reading interventions that target the fundamental knowledge structures and learning mechanisms known to support typical reading development.

TL;DR: This paper examined the stability of latent classes associated with reading disability and typical development across time, the importance of speeded word recognition as a latent class indicator of reading disability, and possible early indicators of students with late emerging reading disability.

TL;DR: The authors conducted a meta-analysis of 25 inference studies in Grades K-12 and found that inference instruction was effective for increasing students' general comprehension, inferential comprehension, d = 0.58, and literal comprehension.

TL;DR: The authors found that reading comprehension is one of the most complex cognitive activities in which humans engage, making it difficult to teach, measure, and research, despite decades of research in reading comprehensibility.