Key Professional Appointments

Professor Emeritus, Educational Psychology, University of Illinois, Urbana-Champaign


Lin, T., Ma, S., Anderson, R. C., Jadallah, M., Sun, J., Morris, J. A., Miller, B. W., & Sallade, R. (2018). Promoting academic talk through Collaborative Reasoning. In R. M. Gillies (Ed.), Promoting Academic Talk in Schools: Global Practices and Perspectives (pp. 12-27). Routledge. https://doi.org/10.4324/9780203728932-2  link >

Morris, J. A., Miller, B. W., Anderson, R. C., Nguyen-Jahiel, K. T., Lin, T. J., Scott, T., Zhang, J., Sun, J., & Ma, S. (2018). Instructional discourse and argumentative writing. International Journal of Educational Research, 90, 234-247. https://doi.org/10.1016/j.ijer.2018.03.001  link >

Sun, J., Datu, E., Warchola, G., & Anderson, R. C. (2018). Emergent leadership and its influence on collaborative and individual reasoning. Proceedings of International Conference of the Learning Sciences, ICLS, 2(2018-June), 977-980.

Baker, A. R., Lin, T. J., Chen, J., Paul, N., Anderson, R. C., & Nguyen-Jahiel, K. (2017). Effects of teacher framing on student engagement during collaborative reasoning discussions. Contemporary Educational Psychology, 51, 253-266. https://doi.org/10.1016/j.cedpsych.2017.08.007  link >

Ma, S., Zhang, J., Anderson, R. C., Morris, J., Nguyen-Jahiel, K. T., Miller, B., Jadallah, M., Sun, J., Lin, T. J., Scott, T., Hsu, Y. L., Zhang, X., Latawiec, B., & Grabow, K. (2017). Children's Productive Use of Academic Vocabulary. Discourse Processes, 54(1), 40-61. https://doi.org/10.1080/0163853X.2016.1166889  link >

Ma, S., Anderson, R. C., Lin, T. J., Zhang, J., Morris, J. A., Nguyen-Jahiel, K., Miller, B. W., Jadallah, M., Scott, T., Sun, J., Grabow, K., Latawiec, B. M., & Yi, S. (2017). Instructional influences on English language learners' storytelling. Learning and Instruction, 49, 64-80. https://doi.org/10.1016/j.learninstruc.2016.12.004  link >

Sun, J., Jackson, J., Burns, M., & Anderson, R. C. (2017). Children’s emergent leadership and relational thinking in collaborative learning. In B. K. Smith, M. Borge, E. Mercier, & K. Y. Lim (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL - 12th International Conference on Computer Supported Collaborative Learning, CSCL 2017 - Conference Proceedings (pp. 537-540). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 2). International Society of the Learning Sciences (ISLS).

Sun, J., Anderson, R. C., Perry, M., & Lin, T. J. (2017). Emergent Leadership in Children's Cooperative Problem Solving Groups. Cognition and Instruction, 35(3), 212-235. https://doi.org/10.1080/07370008.2017.1313615  link >

Anderson, R. C., & Miao, X. (2016). Surficial geology of Rock Island County, Illinois. In Abstracts with Programs - Geological Society of America (Vol. 48:5). https://doi.org/10.1130/abs/2016NC-275376  link >

Kim, S. A., Packard, J. L., Christianson, K., Anderson, R. C., & Shin, J. A. (2016). Orthographic consistency and individual learner differences in second language literacy acquisition. Reading and Writing, 29(7), 1409-1434. https://doi.org/10.1007/s11145-016-9643-y  link >

Latawiec, B. M., Anderson, R. C., Ma, S., & Nguyen-Jahiel, K. (2016). Influence of Collaborative Reasoning discussions on metadiscourse in children's essays. Text and Talk, 36(1), 23-46. https://doi.org/10.1515/text-2016-0002  link >

Wilkinson, I. A. G., Scott, J. A., Hiebert, E. H., & Anderson, R. C. (2016). Prologue: Becoming Becoming a Nation of Readers. Journal of Education, 196(3), 1-5. https://doi.org/10.1177/002205741619600302  link >

Zhang, X., Anderson, R. C., Morris, J., Miller, B., Nguyen-Jahiel, K. T., Lin, T. J., Zhang, J., Jadallah, M., Scott, T., Sun, J., Latawiec, B., Ma, S., Grabow, K., & Hsu, J. Y. L. (2016). Improving Children’s Competence as Decision Makers: Contrasting Effects of Collaborative Interaction and Direct Instruction. American Educational Research Journal, 53(1), 194-223. https://doi.org/10.3102/0002831215618663  link >

Zhang, J., Niu, C., Munawar, S., & Anderson, R. C. (2016). What makes a more proficient discussion group in English language learners' classrooms? Influence of teacher talk and student backgrounds. Research in the Teaching of English, 51(2), 183-208.

Cheng, Y., Zhang, J., Li, H., Anderson, R., Ding, F., Nguyen-Jahiel, K., Shu, H., & Wu, X. (2015). Moving from recitation to open-format literature discussion in Chinese classrooms. Instructional Science, 43(6), 643-664. https://doi.org/10.1007/s11251-015-9358-5  link >

Lin, T. J., Jadallah, M., Anderson, R. C., Baker, A. R., Nguyen-Jahiel, K., Kim, I. H., Kuo, L. J., Miller, B. W., Dong, T., & Wu, X. (2015). Less is more: Teachers' influence during peer collaboration. Journal of Educational Psychology, 107(2), 609-629. https://doi.org/10.1037/a0037758  link >

Lin, T. J., Anderson, R. C., Jadallah, M., Nguyen-Jahiel, K., Kim, I. H., Kuo, L. J., Miller, B. W., Logis, H. A., Dong, T., Wu, X., & Li, Y. (2015). Social influences on children's development of relational thinking during small-group discussions. Contemporary Educational Psychology, 41(1), 83-97. https://doi.org/10.1016/j.cedpsych.2014.12.004  link >

Sun, J., Anderson, R. C., Lin, T-J., & Morris, J. (2015). Social and Cognitive Development During Collaborative Reasoning. In L. B. Resnick, C. S. C. Asterhan, & S. N. Clarke (Eds.), Socializing Intelligence Through Academic Talk and Dialogue (pp. 63-76). American Educational Research Association. http://www.jstor.org/stable/j.ctt1s474m1.8

Lin, T. J., Horng, R. Y., & Anderson, R. C. (2014). Effects of argument scaffolding and source credibility on science text comprehension. Journal of Experimental Education, 82(2), 264-282. https://doi.org/10.1080/00220973.2013.769423  link >

Miller, B. W., Anderson, R. C., Morris, J., Lin, T. J., Jadallah, M., & Sun, J. (2014). The effects of reading to prepare for argumentative discussion on cognitive engagement and conceptual growth. Learning and Instruction, 33, 67-80. https://doi.org/10.1016/j.learninstruc.2014.04.003  link >

Anderson, R. C., & Chen, X. (2013). Chinese Reading Development in Monolingual and Bilingual Learners: Introduction to the Special Issue. Scientific Studies of Reading, 17(1), 1-4. https://doi.org/10.1080/10888438.2012.729120  link >

Anderson, R. C., Ku, Y. M., Li, W., Chen, X., Wu, X., & Shu, H. (2013). Learning to See the Patterns in Chinese Characters. Scientific Studies of Reading, 17(1), 41-56. https://doi.org/10.1080/10888438.2012.689789  link >

Chen, X., Anderson, R. C., Li, H., & Shu, H. (2013). Visual, Phonological and Orthographic Strategies in Learning to Read Chinese. In X. Chen, Q. Wang, & Y. C. Luo (Eds.), Reading Development and Difficulties in Monolingual and Bilingual Chinese Children (pp. 23-47). (Literacy Studies; Vol. 8). Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7380-6_2  link >

Hao, M., Chen, X., Dronjic, V., Shu, H., & Anderson, R. C. (2013). The development of young Chinese children's morphological awareness: The role of semantic relatedness and morpheme type. Applied Psycholinguistics, 34(1), 45-67. https://doi.org/10.1017/S0142716411000609  link >

Lin, T. J., Zhang, X., Li, Y., Nguyen-Jahiel, K., Miller, B., Anderson, R. C., & Dong, T. (2013). Children's moral reasoning: Influence of culture and collaborative discussion. Journal of Cognition and Culture, 13(5), 503-522. https://doi.org/10.1163/15685373-12342106  link >

Miller, B., Sun, J., Wu, X., & Anderson, R. C. (2013). Child Leaders in Collaborative Groups. In C. E. Hmelo-Silver, C. A. Chinn, C. K. K. Chan, & A. M. O'Donnell (Eds.), The International Handbook of Collaborative Learning Routledge. https://doi.org/10.4324/9780203837290.ch15  link >

Wu, X., Anderson, R. C., Nguyen-Jahiel, K., & Miller, B. (2013). Enhancing motivation and engagement through collaborative discussion. Journal of Educational Psychology, 105(3), 622-632. https://doi.org/10.1037/a0032792  link >

Zhang, J., Anderson, R. C., & Nguyen-Jahiel, K. (2013). Language-rich discussions for English language learners. International Journal of Educational Research, 58, 44-60. https://doi.org/10.1016/j.ijer.2012.12.003  link >

Zhang, J., Lin, T., Wei, J., & Anderson, R. C. (2013). Morphological Awareness and Learning to Read Chinese and English. In X. Chen, Q. Wang, & Y. C. Luo (Eds.), Reading Development and Difficulties in Monolingual and Bilingual Chinese Children (pp. 3-22). (Literacy Studies; Vol. 8). Springer, Dordrecht. https://doi.org/10.1007/978-94-007-7380-6_1  link >

Jie, Z., Anderson, R. C., Qiuying, W., Packard, J., Xinchun, W., Shan, T., & Xiaoling, K. (2012). Insight into the structure of compound words among speakers of Chinese and English. Applied Psycholinguistics, 33(4), 753-779. https://doi.org/10.1017/S0142716411000555  link >

Kuo, L. J., & Anderson, R. C. (2012). Effects of early bilingualism on learning phonological regularities in a new language. Journal of Experimental Child Psychology, 111(3), 455-467. https://doi.org/10.1016/j.jecp.2011.08.013  link >

Lin, T. J., Anderson, R. C., Hummel, J. E., Jadallah, M., Miller, B. W., Nguyen-Jahiel, K., Morris, J. A., Kuo, L. J., Kim, I. H., Wu, X., & Dong, T. (2012). Children's Use of Analogy During Collaborative Reasoning. Child development, 83(4), 1429-1443. https://doi.org/10.1111/j.1467-8624.2012.01784.x  link >

Ma'rof, A. M., Redzuan, M., Anderson, R. C., & Ma'rof, A. A. (2012). Improving young indigenous Malaysian children's incidental vocabulary acquisition and oral narrative skills through shared-book reading. Life Science Journal, 9(4), 841-848.

Jadallah, M., Anderson, R. C., Nguyen-Jahiel, K., Miller, B. W., Kim, I. H., Kuo, L. J., Dong, T., & Wu, X. (2011). Influence of a teacher's scaffolding moves during child-led small-group discussions. American Educational Research Journal, 48(1), 194-230. https://doi.org/10.3102/0002831210371498  link >

Kim, I. H., Anderson, R. C., Miller, B., Jeong, J., & Swim, T. (2011). Influence of Cultural Norms and Collaborative Discussions on Children's Reflective Essays. Discourse Processes, 48(7), 501-528. https://doi.org/10.1080/0163853X.2011.606098  link >

Lin, T. J., Anderson, R. C., Ku, Y. M., Christianson, K., & Packard, J. L. (2011). Chinese children's concept of word. Writing Systems Research, 3(1), 41-57. https://doi.org/10.1093/wsr/wsr007  link >

Yin, L., Li, W., Chen, X., Anderson, R. C., Zhang, J., Shu, H., & Jiang, W. (2011). The role of tone awareness and pinyin knowledge in Chinese reading. Writing Systems Research, 3(1), 59-68. https://doi.org/10.1093/wsr/wsr010  link >

Kuo, L. J., & Anderson, R. C. (2010). Beyond cross-language transfer: Reconceptualizing the impact of early bilingualism on phonological awareness. Scientific Studies of Reading, 14(4), 365-385. https://doi.org/10.1080/10888431003623470  link >

Zhang, J., Anderson, R. C., Li, H., Dong, Q., Wu, X., & Zhang, Y. (2010). Cross-language transfer of insight into the structure of compound words. Reading and Writing, 23(3), 311-336. https://doi.org/10.1007/s11145-009-9205-7  link >

Dong, T., Anderson, R. C., Lin, T. J., & Wu, X. (2009). Concurrent student-managed discussions in a large class. International Journal of Educational Research, 48(5), 352-367. https://doi.org/10.1016/j.ijer.2010.03.005  link >

Reznitskaya, A., Kuo, L. J., Clark, A. M., Miller, B., Jadallah, M., Anderson, R. C., & Nguyen-Jahiel, K. (2009). Collaborative reasoning: A dialogic approach to group discussions. Cambridge Journal of Education, 39(1), 29-48. https://doi.org/10.1080/03057640802701952  link >

Reznitskaya, A., Kuo, L. J., Glina, M., & Anderson, R. C. (2009). Measuring argumentative reasoning: What's behind the numbers? Learning and Individual Differences, 19(2), 219-224. https://doi.org/10.1016/j.lindif.2008.11.001  link >

Wu, X., Anderson, R. C., Li, W., Wu, X., Li, H., Zhang, J., Zheng, Q., Zhu, J., Shu, H., Jiang, W., Chen, X., Wang, Q., Yin, L., He, Y., Packard, J., & Gaffney, J. S. (2009). Morphological awareness and Chinese children's literacy development: An intervention study. Scientific Studies of Reading, 13(1), 26-52. https://doi.org/10.1080/10888430802631734  link >

Chen, X., Ku, Y. M., Koyama, E., Anderson, R. C., & Li, W. (2008). Development of phonological awareness in bilingual Chinese children. Journal of Psycholinguistic Research, 37(6), 405-418. https://doi.org/10.1007/s10936-008-9085-z  link >

Chen, X., & Anderson, R. C. (2008). Reflections on becoming a successful researcher. Educational Psychology Review, 20(1), 65-70. https://doi.org/10.1007/s10648-007-9065-0  link >

Dong, T., Anderson, R. C., Kim, I. H., & Li, Y. (2008). Collaborative reasoning in China and Korea. Reading Research Quarterly, 43(4), 400-424. https://doi.org/10.1598/RRQ.43.4.5  link >

Lin, T. J., & Anderson, R. C. (2008). Reflections on collaborative discourse, argumentation, and learning. Contemporary Educational Psychology, 33(3), 443-448. https://doi.org/10.1016/j.cedpsych.2008.06.002  link >

Kim, I. H., Anderson, R. C., Nguyen-Jahiel, K., & Archodidou, A. (2007). Discourse patterns during children's collaborative online discussions. Journal of the Learning Sciences, 16(3), 333-370. https://doi.org/10.1080/10508400701413419  link >

Kuo, L. J., & Anderson, R. C. (2007). Conceptual and methodological issues in comparing metalinguistic awareness across languages. In K. Koda, & A. M. Zehler (Eds.), Learning to Read Across Languages: Cross-Linguistic Relationships in First- and Second-Language Literacy Development (pp. 39-67). Routledge Taylor & Francis Group. https://doi.org/10.4324/9780203935668-10  link >

Li, Y., Anderson, R. C., Nguyen-Jahiel, K., Dong, T., Archodidou, A., Kim, I. H., Kuo, L. J., Clark, A. M., Wu, X., Jadallah, M., & Miller, B. (2007). Emergent leadership in children's discussion groups. Cognition and Instruction, 25(1), 1-2. https://doi.org/10.1080/07370000709336703  link >

Reznitskaya, A., Anderson, R. C., & Kuo, L. J. (2007). Teaching and learning argumentation. Elementary School Journal, 107(5), 449-472. https://doi.org/10.1086/518623  link >

Yin, L., Anderson, R. C., & Zhu, J. (2007). Stages in Chinese Children's Reading of English Words. Journal of Educational Psychology, 99(4), 852-866. https://doi.org/10.1037/0022-0663.99.4.852  link >

Kuo, L. J., & Anderson, R. C. (2006). Morphological awareness and learning to read: A cross-language perspective. Educational Psychologist, 41(3), 161-180. https://doi.org/10.1207/s15326985ep4103_3  link >

Packard, J. L., Chen, X., Li, W., Wu, X., Gaffney, J. S., Li, H., & Anderson, R. C. (2006). Explicit instruction in orthographic structure and word morphology helps Chinese children learn to write characters. Reading and Writing, 19(5), 457-487. https://doi.org/10.1007/s11145-006-9003-4  link >

Reznitskaya, A., & Anderson, R. C. (2006). Analyzing Argumentation In Rich, Natural Contexts. Informal Logic, 26(2), 175-198. https://doi.org/10.22329/il.v26i2.442  link >

Anderson, R. C., & Li, W. (2005). A Cross-Language Perspective on Learning to Read. In A. McKeough, L. M. Phillips, V. Timmons, & J. L. Lupart (Eds.), Understanding Literacy Development: A Global View (pp. 65-91). Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410613332-11  link >

He, Y., Wang, Q., & Anderson, R. C. (2005). Chinese children's use of subcharacter information about pronunciation. Journal of Educational Psychology, 97(4), 572-579. https://doi.org/10.1037/0022-0663.97.4.572  link >

Pak, A. K. H., Cheng-Lai, A., Tso, I. F., Shu, H., Li, W., & Anderson, R. C. (2005). Visual chunking skills of Hong Kong children. Reading and Writing, 18(5), 437-454. https://doi.org/10.1007/s11145-005-6575-3  link >

Chen, X., Anderson, R. C., Li, W., Hao, M., Wu, X., & Shu, H. (2004). Phonological Awareness of Bilingual and Monolingual Chinese Children. Journal of Educational Psychology, 96(1), 142-151. https://doi.org/10.1037/0022-0663.96.1.142  link >

Anderson, R. C., Li, W., Ku, Y. M., Shu, H., & Wu, N. (2003). Use of partial information in learning to read chinese characters. Journal of Educational Psychology, 95(1), 52-57. https://doi.org/10.1037/0022-0663.95.1.52  link >

Chen, X., Shu, H., Wu, N., & Anderson, R. C. (2003). Stages in learning to pronounce Chinese characters. Psychology in the Schools, 40(1), 115-124. https://doi.org/10.1002/pits.10073  link >

Clark, A. M., Anderson, R. C., Kuo, L. J., Kim, I. H., Archodidou, A., & Nguyen-Jahiel, K. (2003). Collaborative Reasoning: Expanding Ways for Children to Talk and Think in School. Educational Psychology Review, 15(2), 181-198. https://doi.org/10.1023/A:1023429215151  link >

Ku, Y. M., & Anderson, R. C. (2003). Development of morphological awareness in Chinese and English. Reading and Writing, 16(5), 399-422. https://doi.org/10.1023/A:1024227231216  link >

Shu, H., Chen, X., Andersen, R. C., Wu, N., & Xuan, Y. (2003). Properties of School Chinese: Implications for Learning to Read. Child development, 74(1), 27-47. https://doi.org/10.1111/1467-8624.00519  link >

Anderson, R. C., & Pearson, P. D. (2002). A Schema-Theoretic View of Basic Processes in Reading Comprehension. In P. D. Pearson (Ed.), Handbook of Reading Research (pp. 255-292). Taylor and Francis. https://doi.org/10.4324/9781315200651-18  link >

Anderson, R. C., Gaffney, J. S., Xinchun, W., Chiung-chu, W., Wenling, L., Hua, S., Nagy, W. E., & Xiaojie, M. (2002). Shared-Book Reading in China. In L. Wenling, J. S. Gaffney, & J. L. Packard (Eds.), Chinese Children’s Reading Acquisition (pp. 131-155). Springer US. https://doi.org/10.1007/978-1-4615-0859-5_7  link >

Hua, S., Wenling, L., Anderson, R., Yu-min, K., & Xuan, Y. (2002). The Role of Home-Literacy Environment in Learning to Read Chinese. In L. Wenling, J. S. Gaffney, & J. L. Packard (Eds.), Chinese Children’s Reading Acquisition (pp. 207-223). Springer US. https://doi.org/10.1007/978-1-4615-0859-5_10  link >

Nagy, W. E., Kuo-kealoha, A., Xinchun, W., Wenling, L., Anderson, R. C., & Xi, C. (2002). The Role of Morphological Awareness in Learning to Read chinese. In L. Wenling, J. S. Gaffney, & J. L. Packard (Eds.), Chinese Children’s Reading Acquisition (pp. 59-86). Springer US. https://doi.org/10.1007/978-1-4615-0859-5_4  link >

Wenling, L., Anderson, R. C., Nagy, W., & Houcan, Z. (2002). Facets of Metalinguistic Awareness that Contribute to Chinese Literacy. In L. Wenling, J. S. Gaffney, & J. L. Packard (Eds.), Chinese Children’s Reading Acquisition (pp. 87-106). Springer US. https://doi.org/10.1007/978-1-4615-0859-5_5  link >

Xinchun, W., Anderson, R. C., Wenling, L., Xi, C., & Xiangzhi, M. (2002). Morphological Instruction and Teacher Training. In L. Wenling, J. S. Gaffney, & J. L. Packard (Eds.), Chinese Children’s Reading Acquisition (pp. 157-173). Springer US. https://doi.org/10.1007/978-1-4615-0859-5_8  link >

Anderson, R. C., Nguyen-Jahiel, K., McNurlen, B., Archodidou, A., Kim, S. Y., Reznitskaya, A., Tillmanns, M., & Gilbert, L. (2001). The snowball phenomenon: Spread of ways of talking and ways of thinking across groups of children. Cognition and Instruction, 19(1), 1-46. https://doi.org/10.1207/S1532690XCI1901_1  link >

Chinn, C. A., Anderson, R. C., & Waggoner, M. A. (2001). Patterns of discourse in two kinds of literature discussion. Reading Research Quarterly, 36(4), 378-411. https://doi.org/10.1598/RRQ.36.4.3  link >

Ku, Y. M., & Anderson, R. C. (2001). Chinese Children's Incidental Learning of Word Meanings. Contemporary Educational Psychology, 26(2), 249-266. https://doi.org/10.1006/ceps.2000.1060  link >

Reznitskaya, A., Anderson, R. C., Mcnurlen, B., Nguyen-jahiel, K., Archodidou, A., & Kim, S. (2001). Influence of Oral Discussion on Written Argument. Discourse Processes, 32(2-3), 155-175. https://doi.org/10.1080/0163853X.2001.9651596  link >

Gaffney, J. S., & Anderson, R. C. (2000). Trends in Reading Research in the United States: Changing Intellectual Currents Over Three Decades. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of Reading Research (Vol. 3, pp. 53-74). Taylor and Francis. https://doi.org/10.4324/9781315200613-11  link >

Shu, H., Anderson, R. C., & Wu, N. (2000). Phonetic awareness: Knowledge of orthography-phonology relationships in the character acquisition of Chinese children. Journal of Educational Psychology, 92(1), 56-62. https://doi.org/10.1037/0022-0663.92.1.56  link >

Taylor, B. M., Anderson, R. C., au, K. H., & Raphael, T. E. (2000). Discretion in the Translation of Research to Policy: A Case From Beginning Reading. Educational Researcher, 29(6), 16-26. https://doi.org/10.3102/0013189X029006016  link >

Wu, X., Li, W., & Anderson, R. C. (1999). Reading instruction in China. Journal of Curriculum Studies, 31(5), 571-586. https://doi.org/10.1080/002202799183016  link >

Chinn, C. A., & Anderson, R. C. (1998). The structure of discussions that promote reasoning. Teachers College Record, 100(2), 315-368.

Anderson, R. C., Chinn, C., Chang, J., Waggoner, M., & Yi, H. (1997). On the logical integrity of children's arguments. Cognition and Instruction, 15(2), 135-167. https://doi.org/10.1207/s1532690xci1502_1  link >

Glaser, R., Lieberman, A., & Anderson, R. C. (1997). "The vision thing": Educational research and AERA in the 21st century part 3: Perspectives on the research-practice relationship. Educational Researcher, 26(7), 24-25. https://doi.org/10.3102/0013189X026007024  link >

Shu, H., & Anderson, R. C. (1997). Role of radical awareness in the character and word acquisition of Chinese children. Reading Research Quarterly, 32(1), 78-89. https://doi.org/10.1598/RRQ.32.1.5  link >

Gaskins, R. W., Gaskins, I. W., Anderson, R. C., & Schommer, M. (1995). The reciprocal relationship between research and development: An example involving a decoding strand for poor readers. Journal of Literacy Research, 27(3), 337-377. https://doi.org/10.1080/10862969509547887  link >

Shu, H., Anderson, R. C., & Zhang, H. (1995). Incidental Learning of Word Meanings While Reading: A Chinese and American Cross-Cultural Study. Reading Research Quarterly, 30(1), 76-95. https://doi.org/10.2307/747745  link >

Waggoner, M., Chinn, C., Yi, H., & Anderson, R. C. (1995). Collaborative Reasoning About Stories. Language Arts, 72(8), 582-589. http://www.jstor.org/stable/41482243

Wilkinson, I. A. G., & Anderson, R. C. (1995). Sociocognitive Processes in Guided Silent Reading: A Microanalysis of Small-Group Lessons. Reading Research Quarterly, 30(4), 710-740. https://doi.org/10.2307/748195  link >

Chinn, C. A., Waggoner, M. A., Anderson, R. C., Schommer, M., & Wilkinson, I. A. G. (1993). Situated Actions During Reading Lessons: A Microanalysis of Oral Reading Error Episodes. American Educational Research Journal, 30(2), 361-392. https://doi.org/10.3102/00028312030002361  link >

Gaskins, I. W., Anderson, R. C., Pressley, M., Cunicelli, E. A., & Satlow, E. (1993). Six Teachers' Dialogue during Cognitive Process Instruction. Elementary School Journal, 93(3), 277-304. https://doi.org/10.1086/461726  link >

Jehng, J. C. J., Johnson, S. D., & Anderson, R. C. (1993). Schooling and students′ epistemological beliefs about learning. Contemporary Educational Psychology, 18(1), 23-35. https://doi.org/10.1006/ceps.1993.1004  link >

Nagy, W. E., Diakidoy, I. A. N., & Anderson, R. C. (1993). The acquisition of morphology: Learning the contribution of suffixes to the meanings of derivatives. Journal of Literacy Research, 25(2), 155-170. https://doi.org/10.1080/10862969309547808  link >

Imai, M., Anderson, R. C., Wilkinson, I. A. G., & Yi, H. (1992). Properties of Attention During Reading Lessons. Journal of Educational Psychology, 84(2), 160-173. https://doi.org/10.1037/0022-0663.84.2.160  link >

Anderson, R. C., Wilkinson, I. A. G., & Mason, J. M. (1991). A Microanalysis of the Small-Group, Guided Reading Lesson: Effects of an Emphasis on Global Story Meaning. Reading Research Quarterly, 26(4), 417-441. https://doi.org/10.2307/747896  link >

Anderson, R. C., Armbruster, B. B., & Roe, M. (1990). Improving the Education of Reading Teachers. Daedalus, 119(2), 187-209. http://www.jstor.org/stable/20025306

Anderson, R. C. (1990). Inferences about word meanings. Psychology of Learning and Motivation - Advances in Research and Theory, 25(C), 1-16. https://doi.org/10.1016/S0079-7421(08)60245-5  link >

Mason, J. M., Anderson, R. C., Omura, A., Uchida, N., & Imai, M. (1989). Learning to read in Japan. Journal of Curriculum Studies, 21(5), 389-407. https://doi.org/10.1080/0022027890210501  link >

Nagy, W., Anderson, R. C., Schommer, M., Scott, J. A., & Stallman, A. C. (1989). Morphological Families in the Internal Lexicon. Reading Research Quarterly, 24(3), 262-282. https://doi.org/10.2307/747770  link >

Anderson, R. C., Wilkinson, I., Mason, J. M., Shirey, L., & Wilson, P. T. (1988). Do Errors on Classroom Reading Tasks Slow Growth in Reading? Elementary School Journal, 88(3), 267-280. https://doi.org/10.1086/461538  link >

Anderson, R. C., Wilson, P. T., & Fielding, L. G. (1988). Growth in Reading and How Children Spend Their Time Outside of School. Reading Research Quarterly, 23(3), 285-303. http://www.jstor.org/stable/748043

Gaskins, I. W., Downer, M. A., Anderson, R. C., Cunningham, P. M., Gaskins, R. W., & Schommer, M. (1988). A Metacognitive Approach to Phonics: Using What You Know to Decode What You Don't Know. Remedial and Special Education, 9(1), 36-41. https://doi.org/10.1177/074193258800900107  link >

Wilkinson, I., Wardrop, J. L., & Anderson, R. C. (1988). Silent Reading Reconsidered: Reinterpreting Reading Instruction and Its Effects. American Educational Research Journal, 25(1), 127-144. https://doi.org/10.3102/00028312025001127  link >

Profile Picture for Richard Anderson

Professor Emeritus, Educational Psychology



158a Children's Research Center
51 E. Gerty
Champaign, IL 61820

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