-
1
-
-
84936526791
-
The influence of prior knowledge on expert readers' main idea construction strategies
-
AFFLERBACH, P. (1990). The influence of prior knowledge on expert readers' main idea construction strategies. Reading Research Quarterly, 25, 31-46.
-
(1990)
Reading Research Quarterly
, vol.25
, pp. 31-46
-
-
Afflerbach, P.1
-
2
-
-
0001063738
-
Role of the reader's schema in comprehension, learning, and memory
-
R.B. Ruddell, M.R. Ruddell, & H. Singer (Eds.), Newark, DE: International Reading Association
-
ANDERSON, R.C. (1994). Role of the reader's schema in comprehension, learning, and memory. In R.B. Ruddell, M.R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (pp. 469-482). Newark, DE: International Reading Association.
-
(1994)
Theoretical Models and Processes of Reading
, pp. 469-482
-
-
Anderson, R.C.1
-
3
-
-
0041709695
-
The value of taking notes during lectures
-
R.F. Flippo & D.C. Caverly (Eds.), Newark, DE: International Reading Association
-
ANDERSON, T.H., & ARMBRUSTER, B.B. (1991). The value of taking notes during lectures. In R.F. Flippo & D.C. Caverly (Eds.), Teaching reading and study strategies at the college level (pp. 166-194). Newark, DE: International Reading Association.
-
(1991)
Teaching Reading and Study Strategies at the College Level
, pp. 166-194
-
-
Anderson, T.H.1
Armbruster, B.B.2
-
4
-
-
85148404142
-
Self-regulated reading and getting meaning from text: The transactional strategies instruction model and its ongoing validation
-
D.H. Schunk & B.J. Zimmerman (Eds.), Hillsdale, NJ: Erlbaum
-
BROWN, R., & PRESSLEY, M. (1994). Self-regulated reading and getting meaning from text: The transactional strategies instruction model and its ongoing validation. In D.H. Schunk & B.J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 155-179). Hillsdale, NJ: Erlbaum.
-
(1994)
Self-regulation of Learning and Performance: Issues and Educational Applications
, pp. 155-179
-
-
Brown, R.1
Pressley, M.2
-
5
-
-
0031510165
-
Quantifying qualitative analyses of verbal data: A practical guide
-
CHI, M.T.H. (1997). Quantifying qualitative analyses of verbal data: A practical guide. The Journal of the Learning Sciences, 6, 271-315.
-
(1997)
The Journal of the Learning Sciences
, vol.6
, pp. 271-315
-
-
Chi, M.T.H.1
-
6
-
-
0003092892
-
Students making sense of informational text: Relations between processing and representation
-
COTÉ, N., GOLDMAN, S.R., & SAUL, E.U. (1998). Students making sense of informational text: Relations between processing and representation. Discourse Processes, 25, 1-53.
-
(1998)
Discourse Processes
, vol.25
, pp. 1-53
-
-
Coté, N.1
Goldman, S.R.2
Saul, E.U.3
-
7
-
-
84937292795
-
Exploring individual differences among novices reading in a specific domain: The case of law
-
DEEGAN, D.H. (1995). Exploring individual differences among novices reading in a specific domain: The case of law. Reading Research Quarterly, 30, 154-170.
-
(1995)
Reading Research Quarterly
, vol.30
, pp. 154-170
-
-
Deegan, D.H.1
-
12
-
-
0000838530
-
Learning from text: Reflections on the past and suggestions for the future
-
GOLDMAN, S.R. (1997). Learning from text: Reflections on the past and suggestions for the future. Discourse Processes, 23, 357-398.
-
(1997)
Discourse Processes
, vol.23
, pp. 357-398
-
-
Goldman, S.R.1
-
13
-
-
0001088307
-
Self-regulated comprehension during normal reading
-
D.J. Hacker, J. Dunlosky, & A.C. Graesser (Eds.), Mahwah, NJ: Erlbaum
-
HACKER, D.J. (1998). Self-regulated comprehension during normal reading. In D.J. Hacker, J. Dunlosky, & A.C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 165-191). Mahwah, NJ: Erlbaum.
-
(1998)
Metacognition in Educational Theory and Practice
, pp. 165-191
-
-
Hacker, D.J.1
-
14
-
-
0003067966
-
Intertextuality and reading: The text, the reader, the author, and the context
-
HARTMAN, D.K. (1992). Intertextuality and reading: The text, the reader, the author, and the context. Linguistics and Education, 4, 295-311.
-
(1992)
Linguistics and Education
, vol.4
, pp. 295-311
-
-
Hartman, D.K.1
-
15
-
-
0041709696
-
The intertextual links of readers using multiple passages: A postmodern/semiotic/cognitive view of meaning making
-
R.B. Ruddell, M.R. Ruddell, & H. Singer (Eds.), Newark, DE: International Reading Association
-
HARTMAN, D.K. (1994). The intertextual links of readers using multiple passages: A postmodern/semiotic/cognitive view of meaning making. In R.B. Ruddell, M.R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (pp. 616-636). Newark, DE: International Reading Association.
-
(1994)
Theoretical Models and Processes of Reading
, pp. 616-636
-
-
Hartman, D.K.1
-
16
-
-
84937293176
-
Eight readers reading: The intertextual links of proficient readers reading multiple passages
-
HARTMAN, D.K. (1995). Eight readers reading: The intertextual links of proficient readers reading multiple passages. Reading Research Quarterly, 30, 520-561.
-
(1995)
Reading Research Quarterly
, vol.30
, pp. 520-561
-
-
Hartman, D.K.1
-
19
-
-
0023991239
-
The role of knowledge in discourse comprehension: A construction-integration model
-
KINTSCH, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95, 163-182.
-
(1988)
Psychological Review
, vol.95
, pp. 163-182
-
-
Kintsch, W.1
-
20
-
-
0039559995
-
Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction
-
KUCAN, L., & BECK, I. (1997). Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction. Review of Educational Research, 67, 271-299.
-
(1997)
Review of Educational Research
, vol.67
, pp. 271-299
-
-
Kucan, L.1
Beck, I.2
-
21
-
-
0031530063
-
Spontaneous study strategies and the quality of knowledge construction
-
LAHTINEN, V., LONKA, K., & LINDBLOM-YLÄNNE, S. (1997). Spontaneous study strategies and the quality of knowledge construction. British Journal of Educational Psychology, 67, 13-24.
-
(1997)
British Journal of Educational Psychology
, vol.67
, pp. 13-24
-
-
Lahtinen, V.1
Lonka, K.2
Lindblom-Ylänne, S.3
-
22
-
-
21144464928
-
College students' conditional knowledge about reading
-
LORCH, R.F., LORCH, E.P., & KLUSEWITZ, M.A. (1993). College students' conditional knowledge about reading. Journal of Educational Psychology, 85, 239-252.
-
(1993)
Journal of Educational Psychology
, vol.85
, pp. 239-252
-
-
Lorch, R.F.1
Lorch, E.P.2
Klusewitz, M.A.3
-
23
-
-
84936316104
-
Metacognitive aspects of reading comprehension: Studying understanding in legal case analysis
-
LUNDEBERG, M.A. (1987). Metacognitive aspects of reading comprehension: Studying understanding in legal case analysis. Reading Research Quarterly, 22, 407-432.
-
(1987)
Reading Research Quarterly
, vol.22
, pp. 407-432
-
-
Lundeberg, M.A.1
-
24
-
-
85055277781
-
The role of reading and writing while composing from sources
-
MCGINLEY, W. (1992). The role of reading and writing while composing from sources. Reading Research Quarterly, 27, 227-248.
-
(1992)
Reading Research Quarterly
, vol.27
, pp. 227-248
-
-
McGinley, W.1
-
26
-
-
0003525310
-
-
Hillsdale, NJ: Erlbaum
-
PERFETTI, C.A., BRITT, M.A., & GEORGI, M.C. (1995). Text-based learning and reasoning: Studies in history. Hillsdale, NJ: Erlbaum.
-
(1995)
Text-based Learning and Reasoning: Studies in History
-
-
Perfetti, C.A.1
Britt, M.A.2
Georgi, M.C.3
-
27
-
-
0038700035
-
Toward a theory of documents representation
-
H. Van Oostendorp & S.R. Goldman (Eds.), Mahwah, NJ: Erlbaum
-
PERFETTI, C.A., ROUET, J.F., & BRITT, M.A. (1999). Toward a theory of documents representation. In H. Van Oostendorp & S.R. Goldman (Eds.), The construction of mental representations during reading (pp. 99-122). Mahwah, NJ: Erlbaum.
-
(1999)
The Construction of Mental Representations during Reading
, pp. 99-122
-
-
Perfetti, C.A.1
Rouet, J.F.2
Britt, M.A.3
-
29
-
-
0007191319
-
Transaction instruction of comprehension strategies in the elementary grades
-
D.H. Schunk & B.J. Zimmerman (Eds.), New York: Guilford
-
PRESSLEY, M., EL-DINARY, P.B., WHARTON-MCDONALD, R., & BROWN, R. (1998). Transaction instruction of comprehension strategies in the elementary grades. In D.H. Schunk & B.J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice (pp. 42-56). New York: Guilford.
-
(1998)
Self-regulated Learning: From Teaching to Self-reflective Practice
, pp. 42-56
-
-
Pressley, M.1
El-Dinary, P.B.2
Wharton-McDonald, R.3
Brown, R.4
-
30
-
-
0001303274
-
The metacognition of college studentship: A grounded theory approach
-
D.J. Hacker, J. Dunlosky, & A.C. Graesser (Eds.), Mahwah, NJ: Erlbaum
-
PRESSLEY, M., VAN ETTEN, S., YOKOI, L., FREEBERN, G., & VAN METER, P. (1998). The metacognition of college studentship: A grounded theory approach. In D.J. Hacker, J. Dunlosky, & A.C. Graesser (Eds.), Metacogniton in educational theory and practice (pp. 347-366). Mahwah, NJ: Erlbaum.
-
(1998)
Metacogniton in Educational Theory and Practice
, pp. 347-366
-
-
Pressley, M.1
Van Etten, S.2
Yokoi, L.3
Freebern, G.4
Van Meter, P.5
-
31
-
-
0002035304
-
Cognitive flexibility theory: Advanced knowledge acquisition in illstructured domains
-
R.B. Ruddell, M.R. Ruddell, & H. Singer (Eds.), Newark, DE: International Reading Association
-
SPIRO, R.J., COULSON, R.L., FELTOVICH, P.J., & ANDERSON, D.K. (1994). Cognitive flexibility theory: Advanced knowledge acquisition in illstructured domains. In R.B. Ruddell, M.R. Ruddell, & H. Singer (Eds.), Theoretical models and processes of reading (pp. 602-615). Newark, DE: International Reading Association.
-
(1994)
Theoretical Models and Processes of Reading
, pp. 602-615
-
-
Spiro, R.J.1
Coulson, R.L.2
Feltovich, P.J.3
Anderson, D.K.4
-
32
-
-
0000894538
-
Cognitive flexibility and transfer in complex content domains
-
B.K. Britton & S.M. Glynn (Eds.), Hillsdale, NJ: Erlbaum
-
SPIRO, R.J., VISPOEL, W.P., SCHMITZ, J.G., SAMARAPUNGAVAN, A., & BOERGER, A.E. (1987). Cognitive flexibility and transfer in complex content domains. In B.K. Britton & S.M. Glynn (Eds.), Executive control processes in reading (pp. 177-199). Hillsdale, NJ: Erlbaum
-
(1987)
Executive Control Processes in Reading
, pp. 177-199
-
-
Spiro, R.J.1
Vispoel, W.P.2
Schmitz, J.G.3
Samarapungavan, A.4
Boerger, A.E.5
-
34
-
-
0001467107
-
What happens when students read multiple source documents in history?
-
STAHL, S.A., HYND, C.R., BRITTON, B.K., MCNISH, M.M., & BOSQUET, D. (1996). What happens when students read multiple source documents in history? Reading Research Quarterly, 31, 430-456.
-
(1996)
Reading Research Quarterly
, vol.31
, pp. 430-456
-
-
Stahl, S.A.1
Hynd, C.R.2
Britton, B.K.3
McNish, M.M.4
Bosquet, D.5
-
35
-
-
0038478033
-
-
Oslo, Norway: University of Oslo, Department of Special Needs Education
-
STRØMSØ, H., HAGTVET, B.E., LYSTER, S.A.H., & RYGVOLD, A.L. (1997). Lese-og skriveprøver for studenter på høyskole-og universitetsnivå [Reading and spelling tests for students in higher education]. Oslo, Norway: University of Oslo, Department of Special Needs Education.
-
(1997)
Lese-og Skriveprøver for Studenter På Høyskole-og Universitetsnivå [reading and Spelling Tests for Students in Higher Education]
-
-
StrØmsØ, H.1
Hagtvet, B.E.2
Lyster, S.A.H.3
Rygvold, A.L.4
-
36
-
-
0043212417
-
Cognitive psychology and discourse: Recalling and summarizing stories
-
W.U. Dressier (Ed.), New York: De Gruyter
-
VAN DIJK, T.A., & KINTSCH, W. (1978). Cognitive psychology and discourse: Recalling and summarizing stories. In W.U. Dressier (Ed.), Current trends in textlinguistics (pp. 61-80). New York: De Gruyter.
-
(1978)
Current Trends in Textlinguistics
, pp. 61-80
-
-
Van Dijk, T.A.1
Kintsch, W.2
-
37
-
-
0000359597
-
The teaching of learning strategies
-
M.C. Wittrock (Ed.), New York: Macmillan
-
WEINSTEIN, C.E., & MAYER, R.E. (1986). The teaching of learning strategies. In M.C. Wittrock (Ed.), Handbook of research on teaching, 3rd ed. (pp. 315-327). New York: Macmillan.
-
(1986)
Handbook of Research on Teaching, 3rd Ed.
, pp. 315-327
-
-
Weinstein, C.E.1
Mayer, R.E.2
-
38
-
-
85084899782
-
The psychology of learning and teaching history
-
D.C. Berliner & R.C. Calfee (Eds.), New York: Simon & Schuster Macmillan
-
WINEBERG, S.S. (1996). The psychology of learning and teaching history. In D.C. Berliner & R.C. Calfee (Eds.), Handbook of educational psychology (pp. 423-437). New York: Simon & Schuster Macmillan.
-
(1996)
Handbook of Educational Psychology
, pp. 423-437
-
-
Wineberg, S.S.1
-
39
-
-
0003032424
-
Comprehension strategies, worth and credibility monitoring, and evaluations: Cold and hot cognition when experts read professional articles that are important to them
-
WYATT, D., PRESSLEY, M., EL-DINARY, P.B., STEIN, S., EVANS, P., & BROWN, R. (1993). Comprehension strategies, worth and credibility monitoring, and evaluations: Cold and hot cognition when experts read professional articles that are important to them. Learning and Individual Differences, 5, 49-72.
-
(1993)
Learning and Individual Differences
, vol.5
, pp. 49-72
-
-
Wyatt, D.1
Pressley, M.2
El-Dinary, P.B.3
Stein, S.4
Evans, P.5
Brown, R.6
|