| Reading comprehension of informative texts in secondary school: A focus on direct and indirect effects of reader's prior knowledge C Tarchi Learning and Individual differences 20 (5), 415-420, 2010 | 179 | 2010 |
| Reading fluency as a predictor of school outcomes across grades 4–9 L Bigozzi, C Tarchi, L Vagnoli, E Valente, G Pinto Frontiers in psychology 8, 204198, 2017 | 113 | 2017 |
| The relationship between oral and written narratives: A three‐year longitudinal study of narrative cohesion, coherence, and structure G Pinto, C Tarchi, L Bigozzi British Journal of Educational Psychology 85 (4), 551-569, 2015 | 102 | 2015 |
| Development in narrative competences from oral to written stories in five-to seven-year-old children G Pinto, C Tarchi, L Bigozzi Early Childhood Research Quarterly 36, 1-10, 2016 | 98 | 2016 |
| Fostering reading comprehension of expository texts through the activation of readers’ prior knowledge and inference-making skills C Tarchi International Journal of Educational Research 72, 80-88, 2015 | 93 | 2015 |
| Learning from text, video, or subtitles: A comparative analysis C Tarchi, S Zaccoletti, L Mason Computers & Education 160, 104034, 2021 | 76 | 2021 |
| Pre-service teachers’ conceptions of online learning in emergency distance education: How is it defined and what self-regulated learning skills are associated with it? C Tarchi, EW Brante, M Jokar, E Manzari Teaching and Teacher Education 113, 103669, 2022 | 61 | 2022 |
| Reciprocal teaching: Analyzing interactive dynamics in the co-construction of a text's meaning C Tarchi, G Pinto The Journal of Educational Research 109 (5), 518-530, 2016 | 57 | 2016 |
| Emergent literacy and reading acquisition: a longitudinal study from kindergarten to primary school G Pinto, L Bigozzi, C Vezzani, C Tarchi European Journal of Psychology of Education 32, 571-587, 2017 | 51 | 2017 |
| Evaluating the predictive impact of an emergent literacy model on dyslexia in Italian children: a four-year prospective cohort study L Bigozzi, C Tarchi, S Pezzica, G Pinto Journal of Learning Disabilities 49 (1), 51-64, 2016 | 49 | 2016 |
| The influence of teaching approach on students’ conceptual learning in physics L Bigozzi, C Tarchi, C Fiorentini, P Falsini, F Stefanelli Frontiers in psychology 9, 2474, 2018 | 48 | 2018 |
| Predicting reading, spelling, and mathematical skills: A longitudinal study from kindergarten through first grade G Pinto, L Bigozzi, C Tarchi, C Vezzani, B Accorti Gamannossi Psychological reports 118 (2), 413-440, 2016 | 47 | 2016 |
| Cross-lag analysis of longitudinal associations between primary school students’ writing and reading skills G Pinto, L Bigozzi, C Tarchi, B Accorti Gamannossi, L Canneti Reading and Writing 28, 1233-1255, 2015 | 44 | 2015 |
| Facilitated communication and autistic children: The problem of authorship L Bigozzi, M Zanobini, C Tarchi, F Cozzani, R Camba Life Span and Disability 15 (2), 55-74, 2012 | 43 | 2012 |
| Comprehending expository texts: The role of cognitive and motivational factors C Tarchi Reading Psychology 38 (2), 154-181, 2017 | 42 | 2017 |
| Assessing study abroad students’ intercultural sensitivity with narratives C Tarchi, A Surian, C Daiute European journal of psychology of education 34, 873-894, 2019 | 34 | 2019 |
| Mental state talk in children's face-to-face and telephone narratives G Pinto, C Tarchi, BA Gamannossi, L Bigozzi Journal of Applied Developmental Psychology 44, 21-27, 2016 | 34 | 2016 |
| ‘Slow Science’: Building scientific concepts in physics in high school L Bigozzi, C Tarchi, P Falsini, C Fiorentini International Journal of Science Education 36 (13), 2221-2242, 2014 | 32 | 2014 |
| Effects of critical thinking on multiple-document comprehension C Tarchi, L Mason European Journal of Psychology of Education 35 (2), 289-313, 2020 | 29 | 2020 |
| Predicting reading and spelling disorders: A 4-year prospective cohort study L Bigozzi, C Tarchi, C Caudek, G Pinto Frontiers in Psychology 7, 184870, 2016 | 27 | 2016 |
