Author:
Pressley Michael,Wood Eileen,Woloshyn Vera
Reference53 articles.
1. Alvermann, D. E., Smith, L. C., & Readence, J. E. (1985). Prior knowledge activation and the comprehension of compatible and incompatible text. Reading Research Quarterly, 20, 420–436.
2. Anderson, R. C. (1984). Role of the reader’s schema in comprehension, learning, and memory. In R. C. Anderson, J. Osborn, & R. J. Tierney (Eds.), Learning to read in American schools: Basal readers and content texts (pp. 243–257). Hillsdale, NJ: Erlbaum.
3. Anderson, R. C., & Biddle, W. B. (1975). On asking people questions about what they are reading. In G. Bower (Ed.), The psychology of learning and motivation (Vol. 9) (pp. 90–132). New York. Academic Press.
4. Andre, T. (1987). Questions and learning from reading. Questioning Exchange, 1, 47–86.
5. Beuhring, T., & Kee, D. W. (1987). Developmental relationships among metamemory, elaborative strategy use, and associative memory. Journal of Experimental Child Psychology, 44, 377–400.
Cited by
4 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献