Question Timing, Language Comprehension, and Executive Function in Inferencing
Author:
Affiliation:
1. Department of Educational Psychology, University of Minnesota, Minneapolis, Minnesota, USA
2. Department ofEducational Psychology, University of Alberta, Canada
Funder
U.S. Department of Education to the University of Minnesota
U.S. Department of Education to Arizona State University
U.S. Office of Naval Research to Arizona State University
Publisher
Informa UK Limited
Subject
Psychology (miscellaneous),Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/10888438.2021.1901903
Reference55 articles.
1. The Influence of Prior Knowledge on Expert Readers' Main Idea Construction Strategies
2. Questioning the Author: A Yearlong Classroom Implementation to Engage Students with Text
3. Individual differences in children's memory and reading comprehension: An investigation of semantic and inhibitory deficits
4. Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills.
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