Uncovering the effect of text structure in learning from a science text: An eye-tracking study

Author:

Ariasi Nicola,Mason Lucia

Publisher

Springer Science and Business Media LLC

Subject

Developmental and Educational Psychology,Education

Reference71 articles.

1. Alexander, P. A. (1998). The nature of disciplinary and domain learning: The knowledge, interest, and strategic dimensions of learning from subject-matter text. In C. Hynd (Ed.), Learning from text across conceptual domains (pp. 263–287). Mahwah, NJ: Lawrence Erlbaum Associates.

2. Alexander, P. A., & Jetton, T. L. (2000). Learning from text: A multidimensional and developmental perspective. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 285–310). Mahwah, NJ: Lawrence Erlbaum Associates.

3. Alvermann, D. E., & Hague, S. A. (1989). Comprehension of counterintuitive science text: Effects of prior knowledge and text structure. Journal of Educational Psychology, 82, 197–202.

4. Alvermann, D. E., & Hynd, C. (1989). Effects of prior knowledge activation modes and text structure on nonscience majors’ comprehension of physics. Journal of Educational Research, 83, 97–102.

5. Bannert, M., & Mengelkamp, C. (2008). Assessment of metacognitive skills by means of instruction to think aloud and reflect when prompted. Does the verbalisation method affect learning? Metacognition and Learning, 3, 39–58.

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