Processi inferenziali e comprensione della lettura nell'educazione civica e alla cittadinanza

Author:

Agrusti Gabriella

Publisher

Franco Angeli

Subject

Education

Reference27 articles.

1. Anderson, L.W., Krathwohl, D.R. (2001), A Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives: Comple- te Edition. New York: Longman.

2. Barnes, M.A., Dennis, M., Haefele-Kalvaitis, J. (1996b), “The Effects of Knowledge Availability and Knowledge Accessibility on Coherence and Elaborative Infe- rencing in Children from Six to Fifteen Years of Age”, Journal of Experimental Child Psychology, 61 (3), pp. 216-241.

3. Bos, L.T., De Koning, B.B., Wassenburg, S.I., van der Schoot, M. (2016), “Training Inference Making Skills Using a Situation Model Approach Improves Reading Comprehension”, Frontiers in Psychology, 7, Article 116, pp. 1-13.

4. Brett, P., Thomas, D. (2014), “Discovering Argument: Linking Literacy, Citizenship Education, and Persuasive Advocacy”, [Application/pdf], JSSE – Journal of So- cial Science Education, 4, Civic Activism, 4.67 MB.

5. Coliva, A., Lalumera, E. (2006), Pensare. Leggi ed errori del ragionamento. Roma: Carocci.

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