Fostering university students’ online reading: effects of teacher-led strategy training embedded in a digital literacy course
Author:
Funder
Agence Nationale de la Recherche
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s11251-024-09676-6.pdf
Reference100 articles.
1. Abendroth, J., & Richter, T. (2021). How to understand what you don’t believe: Metacognitive training prevents belief-biases in multiple text comprehension. Learning and Instruction, 71, 101394. https://doi.org/10.1016/j.learninstruc.2020.101394.
2. Archer, A. L., & Hughes, C. A. (2011). Explicit instruction: Effective and efficient teaching. The Guilford Press.
3. Argelagós, E., Garcia, C., Privado, J., & Wopereis, I. (2022). Fostering information problem solving skills through online task-centred instruction in higher education. Computers & Education, 180, 104433. https://doi.org/10.1016/j.compedu.2022.104433.
4. Auphan, P., Ecalle, J., & Magnan, A. (2019). Computer-based assessment of reading ability and subtypes of readers with reading comprehension difficulties: A study in French children from G2 to G9. European Journal of Psychology of Education, 34(3), 641–663.https://doi.org/10.1007/s10212-018-0396-7.
5. Ayroles, J., Potocki, A., Ros, C., Cerdán, R., Britt, M. A., & Rouet, J. F. (2021). Do you know what you are reading for? Exploring the effects of a task model enhancement on fifth graders’ purposeful reading. Journal of Research in Reading, 44(4), 837–858. https://doi.org/10.1111/1467-9817.12374.
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