Relationships between spontaneous note-taking, self-reported strategies and comprehension when reading multiple texts in different task conditions-Reference-Cited by-同舟云学术

Relationships between spontaneous note-taking, self-reported strategies and comprehension when reading multiple texts in different task conditions

Published:2012-07-23 Issue:S1 Volume:37 Page:S141-S157
ISSN:0141-0423
Container-title:Journal of Research in Reading
language:en
Short-container-title:Journal of Research in Reading

Author:

Hagen Åste M.¹,Braasch Jason L.G.¹,Bråten Ivar¹

Affiliation:

1. University of Oslo; Norway

Publisher

Wiley

Subject

Psychology (miscellaneous),Developmental and Educational Psychology,Education

Link

http://onlinelibrary.wiley.com/wol1/doi/10.1111/j.1467-9817.2012.01536.x/fullpdf

Reference46 articles.

1. Motivation for reading comprehension;Anmarkrud;Learning and Individual Differences,2009

2. Anmarkrud , Ø. Bråten , I. Strømsø , H.I. 2012 Multiple-documents literacy: Strategic processing, source awareness, and argumentation when reading multiple conflicting documents

3. Does naturally occurring comprehension strategies instruction make a difference when students read expository text;Bråten;Journal of Research in Reading

4. Measuring strategic processing: Comparing task-specific self-reports to traces;Bråten;Metacognition and Learning,2007

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