| Year |
Citation |
Score |
| 2020 |
Cervetti GN, Pearson PD, Palincsar AS, Afflerbach P, Kendeou P, Biancarosa G, Higgs J, Fitzgerald MS, Berman AI. How the Reading for Understanding Initiative's Research Complicates the Simple View of Reading Invoked in the Science of Reading Reading Research Quarterly. 55. DOI: 10.1002/Rrq.343 |
0.448 |
|
| 2019 |
Larhmaid M, Nour T, Afflerbach P. Assessing the Effects of Digital Technologies on Learning Behavior and Reading Motivation Among Moroccan EFL University Students International Journal of Digital Literacy and Digital Competence. 10: 1-24. DOI: 10.4018/Ijdldc.2019100101 |
0.373 |
|
| 2016 |
Afflerbach P. Reading Assessment: Looking Ahead. The Reading Teacher. 69: 413-419. DOI: 10.1002/Trtr.1430 |
0.445 |
|
| 2015 |
Afflerbach P, Cho B, Kim J. Conceptualizing and Assessing Higher-Order Thinking in Reading. Theory Into Practice. 54: 203-212. DOI: 10.1080/00405841.2015.1044367 |
0.577 |
|
| 2015 |
Cho B, Afflerbach P. Reading on the Internet: Realizing and Constructing Potential Texts. Journal of Adolescent & Adult Literacy. 58: 504-517. DOI: 10.1002/Jaal.387 |
0.563 |
|
| 2014 |
Brown NJS, Afflerbach PP, Croninger RG. Assessment of Critical-Analytic Thinking Educational Psychology Review. 26: 543-560. DOI: 10.1007/S10648-014-9280-4 |
0.418 |
|
| 2013 |
Afflerbach P, Cho B, Kim J, Crassas ME, Doyle B. Reading: What Else Matters Besides Strategies and Skills? The Reading Teacher. 66: 440-448. DOI: 10.1002/Trtr.1146 |
0.594 |
|
| 2008 |
Afflerbach P, Pearson PD, Paris SG. Clarifying Differences Between Reading Skills and Reading Strategies The Reading Teacher. 61: 364-373. DOI: 10.1598/Rt.61.5.1 |
0.511 |
|
| 2005 |
Afflerbach P. National Reading Conference Policy Brief: High Stakes Testing and Reading Assessment Journal of Literacy Research. 37: 151-162. DOI: 10.1207/S15548430Jlr3702_2 |
0.413 |
|
| 2002 |
Afflerbach P. The road to folly and redemption: Perspectives on the legitimacy of high‐stakes testing Reading Research Quarterly. 37: 348-360. DOI: 10.1598/Rrq.37.3.5 |
0.394 |
|
| 2000 |
Vansledright B, Afflerbach P. Reconstructing Andrew Jackson:Prospective Elementary Teachers' Readings of Revisionist History Texts Theory and Research in Social Education. 28: 411-444. DOI: 10.1080/00933104.2000.10505915 |
0.495 |
|
| 1996 |
Pressley M, Afflerbach P. Verbal Protocols of Reading: The Nature of Constructively Responsive Reading College Composition and Communication. 47: 305. DOI: 10.2307/358808 |
0.422 |
|
| 1993 |
Johnston PH, Afflerbach P, Weiss PB. Teachers' Assessment of the Teaching and Learning of Literacy Educational Assessment. 1: 91-117. DOI: 10.1207/S15326977Ea0102_1 |
0.425 |
|
| 1993 |
Afflerbach PP, Johnston PH. Writing Language Arts Report Cards: Eleven Teachers' Conflicts of Knowing and Communicating. Elementary School Journal. 94: 73-86. DOI: 10.1086/461751 |
0.402 |
|
| 1992 |
Afflerbach P, Walker B. Main idea instruction: An analysis of three basal reader series Reading Research and Instruction. 32: 11-28. DOI: 10.1080/19388079209558102 |
0.44 |
|
| 1990 |
Afflerbach PP. The influence of prior knowledge on expert readers' main idea construction strategies. Reading Research Quarterly. 25: 31-46. DOI: 10.2307/747986 |
0.432 |
|
| 1990 |
Afflerbach P, Walker B. Prediction Instruction in Basal Readers. Reading Research and Instruction. 29: 26-45. DOI: 10.1080/19388079009558022 |
0.301 |
|
| 1990 |
Afflerbach P. The Influence Of Prior Knowledge And Text Genre On Readers' Prediction Strategies Journal of Literacy Research. 22: 131-148. DOI: 10.1080/10862969009547700 |
0.403 |
|
| 1985 |
Johnston P, Allington R, Afflerbach P. The Congruence of Classroom and Remedial Reading Instruction Elementary School Journal. 85: 465-477. DOI: 10.1086/461414 |
0.48 |
|
| 1985 |
Johnston P, Afflerbach P. The Process of Constructing Main Ideas From Text Cognition and Instruction. 2: 207-232. DOI: 10.1080/07370008.1985.9648917 |
0.474 |
|
| 1984 |
Afflerbach P, Johnston P. On the Use of Verbal Reports in Reading Research Journal of Literacy Research. 16: 307-322. DOI: 10.1080/10862968409547524 |
0.415 |
|
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