A developmental psychologist who examined components of reading comprehension. Repeated assessments at ages eight, nine and eleven measured working memory, verbal ability and comprehension-related skills. Analyses of their separate contributions help explain why children with similar word-reading ability can differ in understanding a passage.[ref]
Children's reading comprehension ability: concurrent prediction by working memory, verbal ability, and component skills by Kate Cain and others. 2004, longitudinal assessments and concurrent prediction models
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