Context Effects on Word Recognition and Reading Comprehension of Poor and Good Readers
A Test of the Interactive-Compensatory Hypothesis
Bibliographic Data
| ID | 10722046 |
|---|---|
| Authors | Yeu Hong Kim, Ernest T Goetz |
| Year | 1994 |
| Volume | 29 |
| Issue | 2 |
| Pages | 178 |
| Publication date | 1994-04-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Reading Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0034-0553 • E-ISSN: 1936-2722 |
| Publisher | JSTOR (PUBLISHER) |
| DOI | 10.2307/747810 |
| OpenAlex | W2020532186 |
| Language | EN |
| Citations received | 3 |
Yeu Hong Kim, Ernest T. Goetz, Context Effects on Word Recognition and Reading Comprehension of Poor and Good Readers: A Test of the Interactive-Compensatory Hypothesis, Reading Research Quarterly, Vol. 29, No. 2 (Apr. - May - Jun., 1994), pp. 178-188
Cognitive psychology · Comprehension · Context (archaeology) · Linguistics · Mathematics education · Phonics · Primary education · Reading (process) · Reading comprehension · Test (biology) · Word (group theory) · Word recognition · Psychology · Reading and Literacy Development
| Unique citing works | 3 |
|---|---|
| Citations per year | 0.21 |
| Citation span | 2012 - 2024 (13) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |