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Vivien Pálinkás, Andrea Magyar
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10.1080/00461520.2024.2418048 · doi-reference
When and how learners engage with source information in digital multiple-text reading: Effects of task instruction and text trustworthiness from eye-tracking technology
10.1016/j.compedu.2025.105362 · doi-reference
Constructing inferences during narrative text comprehension
10.1037/0033-295x.101.3.371 · doi-reference
The relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and reading achievement during childhood and adolescence
10.1080/02796015.2002.12086154 · doi-reference
Differential effects of GPT-based tools on comprehension of standardized passages
10.3389/feduc.2025.1506752 · doi-reference
The science of reading comprehension instruction
10.1002/trtr.1993 · doi-reference
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10.1016/j.edurev.2018.09.003 · doi-reference
Testing and refining the direct and inferential mediation model of reading comprehension
10.1037/0022-0663.99.2.311 · doi-reference
Decoding digital reading: A network meta-analysis of comprehension across devices
10.1007/s10639-025-13843-8 · doi-reference
Screen versus paper reading: A meta-analysis of reading comprehension
10.1111/1467-9817.12269 · doi-reference
Does AI simplification of authentic blog texts improve reading comprehension, inferencing, and anxiety? A one-shot intervention in Turkish EFL context
10.19173/irrodl.v25i3.7779 · doi-reference
Ending the reading wars: Reading acquisition from novice to expert
10.1177/1529100618772271 · doi-reference
Children’s reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills
10.1037/0022-0663.96.1.31 · doi-reference
Evaluating components of the active view of reading as intervention targets: Implications for social justice
10.1037/spq0000519 · doi-reference
Vocabulary does not complicate the simple view of reading
10.1007/s11145-015-9608-6 · doi-reference
Developing and testing a model of direct and indirect relationships between individual differences, processing, and multiple-text comprehension
10.1016/j.learninstruc.2013.11.002 · doi-reference
The discrepancy-induced source comprehension (D-ISC) model: Basic assumptions and preliminary evidence
10.1080/00461520.2017.1323219 · doi-reference
Differential competencies contributing to children’s comprehension of narrative and expository texts
10.1080/02702710801963951 · doi-reference