Laura C Bell
Biographic Data
| ID | 5972523 |
|---|---|
| NAME | Laura C Bell |
| GIVEN NAMES | Laura C |
| FAMILY NAME | Bell |
| SIGNATURE | BELL L C |
| ORCID | 0000-0001-8164-8324 |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 1995 |
| H-INDEX | 2 |
A trading relationship between reading skill and domain knowledge in children's text comprehension
Although the concept of general reading skill has been assumed to be the primary contribution to comprehension, a demonstration that reading skill contributes to comprehension independent of domain knowledge has been lacking. This research investigates the relative contribution and trade‐off effects of children's knowledge and reading skill in text comprehension in a single study. Children in Grades 4 through 7, grouped as high or low reading ski…
Phoneme-Specific Interference in Reading
Deborah McCutchen, Laura C. Bell, Ilene M. France, Charles A. Perfetti, Phoneme-Specific Interference in Reading: The Tongue-Twister Effect Revisited, Reading Research Quarterly, Vol. 26, No. 1 (Winter, 1991), pp. 87-103
Phoneme-Specific Interference in Reading
Deborah McCutchen, Laura C. Bell, Ilene M. France, Charles A. Perfetti, Phoneme-Specific Interference in Reading: The Tongue-Twister Effect Revisited, Reading Research Quarterly, Vol. 26, No. 1 (Winter, 1991), pp. 87-103
A trading relationship between reading skill and domain knowledge in children's text comprehension
Although the concept of general reading skill has been assumed to be the primary contribution to comprehension, a demonstration that reading skill contributes to comprehension independent of domain knowledge has been lacking. This research investigates the relative contribution and trade‐off effects of children's knowledge and reading skill in text comprehension in a single study. Children in Grades 4 through 7, grouped as high or low reading ski…
Phoneme-Specific Interference in Reading
Deborah McCutchen, Laura C. Bell, Ilene M. France, Charles A. Perfetti, Phoneme-Specific Interference in Reading: The Tongue-Twister Effect Revisited, Reading Research Quarterly, Vol. 26, No. 1 (Winter, 1991), pp. 87-103
A trading relationship between reading skill and domain knowledge in children's text comprehension
Although the concept of general reading skill has been assumed to be the primary contribution to comprehension, a demonstration that reading skill contributes to comprehension independent of domain knowledge has been lacking. This research investigates the relative contribution and trade‐off effects of children's knowledge and reading skill in text comprehension in a single study. Children in Grades 4 through 7, grouped as high or low reading ski…
Computer Science (2 works) · Linguistics (2 works) · Psychology (2 works) · Reading and Literacy Development (2 works) · Artificial Intelligence (1 work) · Child and Animal Learning Development (1 work) · Cognitive psychology (1 work) · Communication (1 work) · Comprehension (1 work) · Developmental psychology (1 work)