SIG-Research in Reading and Literacy

Jacquelynn A. Malloy, Clemson University

Development and Validation of a Multidimensional Measure of Reading Strategy Use - Diana J. Arya, University of California - Santa Barbara; Susan Ebbers, University of California - Berkeley; Andrew Maul, University of California, Santa Barbara; Alison Gould Boardman, University of Colorado - Boulder; Janette K. Klingner, University of Colorado - Boulder; Amy Lynn Boele, University of Colorado - Denver

Differences in the Components and Relations of a Multidimensional Model of Reading Comprehension in Low and Average 8- to 11-Year-Old French Readers - Laurent Lima, Universite Grenoble Alpes; Maryse Bianco, Université Grenoble Alpes; Gwenaelle Joet, Université Grenoble Alpes; Aurélie Nardy, Université Grenoble Alpes; Pascale Colé, Université de Provence; Hakima Megherbi, Université Paris 13

Following in Durkin’s (1978-1979) Footsteps: What Classroom Observations Reveal About K-5 Reading Comprehension Instruction - Molly Ness, Fordham University

Investigating Complexity of Leveled Passages Used in Classroom Reading Assessments - Yukie Toyama, University of California - Berkeley; Elfrieda H. Hiebert, TextProject; P. David Pearson, University of California - Berkeley

The Contribution of Cognate Awareness to Word Reading and Reading Comprehension in French Immersion Children - Kathleen HIpfner-Boucher, University of Toronto - OISE; Xi Chen, University of Toronto - OISE; Adrian Pasquarella; Helene Deacon

Kirsten D. Hill, University of Michigan - Dearborn