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• Cain, K. (2016). Reading comprehension development and difficulties: An overview. Perspectives on Language and Literacy, 42(2), 9-16.
• Cain, K. E., & Oakhill, J. V. (1999). Inference making ability and its relation to comprehension failure in young children. Reading and Writing, 11, 489-503. doi:10.1023/A:1008084120205
• Cain, K. E., & Oakhill, J. V. (2006). Profiles of children with specific reading comprehension difficulties. The British Journal of Educational Psychology, 76, 683-696. doi:10.1348/000709905X67610
• Cain, K., & Nash, H. M. (2011). The influence of connectives on young readers' processing and comprehension of text. Journal of Educational Psychology, 103(2), 429-441. https://doi.org/10.1037/a0022824
• Cain, K., & Oakhill, J. (2006). Assessment matters: Issues in the measurement of reading comprehension. British Journal of Educational Psychology, 76, 697-708. https://doi.org/10.1348/000709905X69807
• Carney, J. J., Anderson, D., Blackburn, C., & Blessing, D. (1984). Pre-teaching vocabulary and the comprehension of social studies materials by elementary school children. Social Education, 48 (3), 195-196.
• Catts, H. W., Adlof, S. M., & Weismer, S. E. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49(2), 278-293. doi:10.1044/1092-4388(2006/023)
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• Baydık, B. (2002). Okuma güçlüğü olan ve olmayan öğrencilerin sözcük okuma becerilerinin karşılaştırılması [Comparison of the word reading skills of children with and without reading disability] (Unpublished doctoral dissertation, Ankara University, Institute of Educational Sciences, Ankara, Turkey). Retrieved from http://tez.yok.gov.tr/UlusalTezMerkezi. (Thesis Number 122517)
• Baydık, B. (2011). Examining use of metacognitive reading strategies of students with reading difficulties and their teachers’ reading comprehension instruction practices. Education and Science, 36(162), 301-319.
• Beck, I. L., & McKeown, M. G. (1998). Comrehension: The sine qua none of reading. In S. Patton & M. Holmes (Eds.), The keys to literacy (pp.40-52). Washington, DC: Council for Bassic Education. Bowers, P. N., Kirby, J. R., & Deacon, S. H. (2010). The effects of morphological instruction on literacy skills: A systematic review of the literature. Review of Educational Research, 80, 144-179.
• Cain, K. (2016). Reading comprehension development and difficulties: An overview. Perspectives on Language and Literacy, 42(2), 9-16.
• Cain, K. E., & Oakhill, J. V. (1999). Inference making ability and its relation to comprehension failure in young children. Reading and Writing, 11, 489-503. doi:10.1023/A:1008084120205
• Cain, K. E., & Oakhill, J. V. (2006). Profiles of children with specific reading comprehension difficulties. The British Journal of Educational Psychology, 76, 683-696. doi:10.1348/000709905X67610
• Cain, K., & Nash, H. M. (2011). The influence of connectives on young readers' processing and comprehension of text. Journal of Educational Psychology, 103(2), 429-441. https://doi.org/10.1037/a0022824
• Cain, K., & Oakhill, J. (2006). Assessment matters: Issues in the measurement of reading comprehension. British Journal of Educational Psychology, 76, 697-708. https://doi.org/10.1348/000709905X69807
• Carney, J. J., Anderson, D., Blackburn, C., & Blessing, D. (1984). Pre-teaching vocabulary and the comprehension of social studies materials by elementary school children. Social Education, 48 (3), 195-196.
• Catts, H. W., Adlof, S. M., & Weismer, S. E. (2006). Language deficits in poor comprehenders: A case for the simple view of reading. Journal of Speech, Language, and Hearing Research, 49(2), 278-293. doi:10.1044/1092-4388(2006/023)
• Catts, H. W., Compton, D., Tomblin, J. B., & Bridges, M. S. (2012). Prevalence and nature of late-emerging poor readers. Journal of Educational Psychology, 104(1), 166-181. https://doi.org/10.1037/a0025323
• Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading, 3(4), 331-361. https://doi.org/10.1207/s1532799xssr0304_2
• Catts, H. W., Hogan, T. P., & Fey, M. E. (2003). Subgrouping poor readers on the basis of individual differences in reading‐related abilities. Journal of Learning Disabilities, 36(2), 151-164. doi:10.1177/002221940303600208
• Cragg, L., & Nation, K. (2006). Exploring written narrative in children with poor reading comprehension. Educational Psychology, 26 (1), 55-72. doi:10.1080/01443410500340991
• Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934–945. https://doi.org/10.1037/0012-1649.33.6.934
• Güldenoğlu, B., Kargın, T., & Miller, P. (2015). Okuma güçlüğü olan ve olmayan öğrencilerin cümle anlama becerilerinin incelenmesi [Examining the sentence comprehension skills of students with and without reading diffculties] . Türk Psikoloji Dergisi [Turkish Journal of Psychology], 30(76), 82-100.
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