Harvey, S., & Goudvis, A. (2013). Comprehension at the core. Reading Teacher, 66(6), 432-439. doi:10.1002/TRTR.1145
Henderson, S. C., & Buskist, C. (2011). Promoting the Comprehension of Teachers and Students Using Young Adult Literature.Theory Into Practice, 50(3), 231-238. doi:10.1080/00405841.2011.584034
Kolić-Vehovec, S., Zubković, B. R., & Pahljina-Reinić, R. (2014). Development of metacognitive knowledge of reading strategies and attitudes toward reading in early adolescence: The effect on reading comprehension. Psihologijske Teme / Psychological Topics, 23(1), 77-98.
Malouf, R. C., Reisener, C. D., Gadke, D. L., Wimbish, S. W., & Frankel, A. C. (2014). The effect of helping early literacy with practice strategies on reading fluency for children with severe reading impairments. Reading Improvement, 51(2), 269-279.
Sanden, S. (2012). Independent reading: Perspectives and practices of highly effective teachers. Reading Teacher, 66(3), 222-231. doi:10.1002/TRTR.01120
Stahl, K. D. (2012). Complex text or frustration-level text: Using shared reading to bridge the difference. Reading Teacher,66(1), 47-51. doi:10.1002/TRTR.01102
Henderson, S. C., & Buskist, C. (2011). Promoting the Comprehension of Teachers and Students Using Young Adult Literature.Theory Into Practice, 50(3), 231-238. doi:10.1080/00405841.2011.584034
Kolić-Vehovec, S., Zubković, B. R., & Pahljina-Reinić, R. (2014). Development of metacognitive knowledge of reading strategies and attitudes toward reading in early adolescence: The effect on reading comprehension. Psihologijske Teme / Psychological Topics, 23(1), 77-98.
Malouf, R. C., Reisener, C. D., Gadke, D. L., Wimbish, S. W., & Frankel, A. C. (2014). The effect of helping early literacy with practice strategies on reading fluency for children with severe reading impairments. Reading Improvement, 51(2), 269-279.
Sanden, S. (2012). Independent reading: Perspectives and practices of highly effective teachers. Reading Teacher, 66(3), 222-231. doi:10.1002/TRTR.01120
Stahl, K. D. (2012). Complex text or frustration-level text: Using shared reading to bridge the difference. Reading Teacher,66(1), 47-51. doi:10.1002/TRTR.01102