Going beyond children's single‐text comprehension: The role of fundamental and higher‐level skills in 4 th graders’ multiple‐document comprehension-Reference-Cited by-同舟云学术

Going beyond children's single‐text comprehension: The role of fundamental and higher‐level skills in 4 th graders’ multiple‐document comprehension

Published:2019-05-09 Issue:2 Volume:90 Page:449-472
ISSN:0007-0998
Container-title:British Journal of Educational Psychology
language:en
Short-container-title:Br J Educ Psychol

Author:

Florit Elena¹^ORCID,Cain Kate²,Mason Lucia¹

Affiliation:

1. Department of Developmental Psychology and Socialization University of Padua Italy

2. Department of Psychology Lancaster University UK

Funder

University of Padua

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjep.12288

Reference65 articles.

1. Ammi S. &Cain K.(2014).Children's comprehension monitoring of inconsistencies in text: a reading time and eye‐tracking study. Paper presented at the annual meeting of the Society for Text and Discourse Chicago.

2. The effect of language specific factors on early written composition: the role of spelling, oral language and text generation skills in a shallow orthography

3. Spontaneous versus instructed use of multiple standards for evaluating comprehension: Effects of age, reading proficiency, and type of standard

4. Epistemic Thinking in Action: Evaluating and Integrating Online Sources

5. Promoting Integration of Multiple Texts: a Review of Instructional Approaches and Practices

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