Reader-text interactions: How differential text and question types influence cognitive skills needed for reading comprehension

Journal of Educational Psychology

Volumn 104, Issue 3, 2012, Pages 515-528

  Eason, Sarah H ^a,c   Goldberg, Lindsay F ^a,d   Young, Katherine M ^a   Geist, Megan C ^a   Cutting, Laurie E ^a,b,e  

^a KENNEDY KRIEGER INSTITUTE   (United States)

^b JOHNS HOPKINS UNIVERSITY SCHOOL OF MEDICINE   (United States)

^c UNIVERSITY OF MARYLAND   (United States)

^d UNIVERSITY OF NORTH CAROLINA   (United States)

^e VANDERBILT UNIVERSITY   (United States)

Author keywords

Cognitive skills; Reading comprehension; Reading comprehension assessment; Text characteristics

Indexed keywords

EID: 84874357883     PISSN: 00220663     EISSN: None     Source Type: Journal    
DOI: 10.1037/a0027182     Document Type: Article

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