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Volumn 200, Issue 1, 2009, Pages 465-472

Generating instruction automatically for the reading strategy of self-questioning

Author keywords

Reading comprehension strategy; Reading tutor; Self questioning

Indexed keywords

SCAFFOLDS;

EID: 73149109514     PISSN: 09226389     EISSN: 18798314     Source Type: Book Series    
DOI: 10.3233/978-1-60750-028-5-465     Document Type: Conference Paper
Times cited : (85)

References (17)
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    • Duke, N.K. and P.D. Pearson. Effective Practices for Developing Reading Comprehension. In S.J. Samuels, Editor, What Research Has To Say about Reading Instruction, 205-242. International Reading Association: Newark, DE, 2002.
    • (2002) What Research Has to Say about Reading Instruction , pp. 205-242
    • Duke, N.K.1    Pearson, P.D.2
  • 4
    • 28344457787 scopus 로고    scopus 로고
    • Web-based training of metacognitive strategies for text comprehension: Focus on poor comprehenders
    • Johnson-Glenberg, M.C. Web-based training of metacognitive strategies for text comprehension: Focus on poor comprehenders. Reading and Writing, 2005. 18: P. 755-786.
    • (2005) Reading and Writing , vol.18 , pp. 755-786
    • Johnson-Glenberg, M.C.1
  • 5
    • 0030520977 scopus 로고    scopus 로고
    • Teaching Students to Generate Questions: A Review of the Intervention Studies
    • Rosenshine, B., C. Meister, and S. Chapman. Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 1996. 66(2): P. 181-221. (Pubitemid 126105414)
    • (1996) Review of Educational Research , vol.66 , Issue.2 , pp. 181-221
    • Rosenshine, B.1    Meister, C.2    Chapman, S.3
  • 6
    • 84970520905 scopus 로고
    • Self-questioning instructional research: A review
    • Wong, B.Y.L. Self-questioning instructional research: A review. Review of Educational Research, 1985. 55(2): P. 227-268.
    • (1985) Review of Educational Research , vol.55 , Issue.2 , pp. 227-268
    • Wong, B.Y.L.1
  • 7
    • 0009418445 scopus 로고
    • Effects of elaborative interrogation on young learners' recall of facts
    • Wood, E., G. Miller, S. Symons, T. Canough, and J. Yedlicka. Effects of Elaborative Interrogation on Young Learners' Recall of Facts. Elementary School Journal, 1993. 94(2): P. 245-254.
    • (1993) Elementary School Journal , vol.94 , Issue.2 , pp. 245-254
    • Wood, E.1    Miller, G.2    Symons, S.3    Canough, T.4    Yedlicka, J.5
  • 9
    • 73149124126 scopus 로고    scopus 로고
    • When the rubber meets the road: Lessons from the in-school adventures of an automated reading tutor that listens
    • S.-K. McDonald, Editor. Rowman & Littlefield Publishers: Lanham, MD
    • Mostow, J. and J. Beck. When the Rubber Meets the Road: Lessons from the In-School Adventures of an Automated Reading Tutor that Listens. In S.-K. McDonald, Editor, Scale-Up in Education, 183-200. Rowman & Littlefield Publishers: Lanham, MD, 2007.
    • (2007) Scale-Up in Education , pp. 183-200
    • Mostow, J.1    Beck, J.2
  • 14
    • 0033418508 scopus 로고    scopus 로고
    • Children's theory of mind: Understanding of desire belief and emotion with social referents
    • Nguyen, L. and D. Frye. Children's Theory of Mind: Understanding of Desire, Belief and Emotion with Social Referents. Social Development, 2001. 8(1): P. 70-92.
    • (2001) Social Development , vol.8 , Issue.1 , pp. 70-92
    • Nguyen, L.1    Frye, D.2


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.