Summary versus argument tasks when working with multiple documents: Which is better for whom?-Reference-Cited by-同舟云学术

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Summary versus argument tasks when working with multiple documents: Which is better for whom?

Published:2010-07 Issue:3 Volume:35 Page:157-173
ISSN:0361-476X
Container-title:Contemporary Educational Psychology
language:en
Short-container-title:Contemporary Educational Psychology

Author:

Gil Laura,Bråten Ivar,Vidal-Abarca Eduardo,Strømsø Helge I.

Publisher

Elsevier BV

Subject

Developmental and Educational Psychology,Education

Reference69 articles.

1. Identifying and describing constructively responsive comprehension strategies in new and traditional forms of reading;Afflerbach,2009

2. Role of the reader’s schema in comprehension, learning, and memory;Anderson,1994

3. The psychology of written composition;Bereiter,1987

4. Läsbarhet [readability];Björnsson,1968

5. Readability of newspapers in 11 languages;Björnsson;Reading Research Quarterly,1983

Cited by 110 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

1. Multiple‐Text Comprehension and Evaluation: The Influence of Reading Goal, Belief Consistency, and Argument Type;Reading Research Quarterly;2024-08-05

2. Teachers' perceptions of the epistemic aims and evaluation criteria of multiple text integration;Contemporary Educational Psychology;2024-06

3. Promoting pre-service teachers’ knowledge integration from multiple text sources across domains with instructional prompts;Educational technology research and development;2024-04-10

4. Investigating the role of prior knowledge in comprehending intratextual and intertextual relationships when reading multiple texts;Learning and Individual Differences;2024-04

5. Summarizing versus rereading multiple documents;Contemporary Educational Psychology;2024-03

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