X hits on this document

Word document

Awareness of reading strategy use and reading comprehension - page 14 / 15





14 / 15

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754). Washington DC: U.S. Government Printing Office.

Nisbett, R., & Wilson, T. (1977). Telling more than we can know: Verbal reports on mental processes. Psychological Review, 84, 231-259.

O’Malley, J. M., & Chamot, A. U. (1990). Learning strategies in Second Language acquisition. Cambridge, UK: Cambridge University Press.

O’Neil, S. P. (1992). Metacognitive strategies and reading achievement among developmental students in an urban community college. Reading Horizons, 32, 316-330.

Palincsar, A. & Brown, A. (1987). Enhancing instructional time through attention to metacognition. Journal of Learning Disabilities, 20, 67-75.

Paris, S. C., Lipson, M. Y., & Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8, 293-316.

Paris, S. C., Lipson, M. Y., & Wixson, K. K. (1994). Becoming a strategic reader. In R. Rudell, M. R. Rudell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed.) (pp. 788 - 810). Newark, DA: International Reading Association.

Paris, S., Wasik, B. A., & Turner, J. C. (1991). The development of strategic readers. In R. Barr, M. L. Kamil, P. B. Mosenthal, & D. Pearson, Handbook of Reading Research, Vol. 2 (pp. 609 – 640). Mahwah, NJ: Lawrence Erlbaum.

Pereira-Laird, J. A., & Deane, F. P. (1997). Development and validation of a self-report measure of reading strategy use. Reading Psychology: An International Journal, 18, 185–235.

Perfetti, C., & Hogaboam, T. (1975). Relationship between single word decoding and reading comprehension skill. Journal of Educational Psychology, 67, 461-469.

Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Lawrence Erlbaum.

Pressley, M. (2002). Reading instruction that really works: The case for balanced reading (2nd ed.). New York: Guilford Press.

Pressley, M. (2000). What should comprehension instruction be the instruction of? In M. Kamil, P. Mosenthal, P. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 545–561). Mahwah, NJ: Erlbaum.

Rumelhart, D. E. (1994). Toward an interactive model of reading. In R. Rudell, M. R. Rudell, & H. Singer (Eds.), Theoretical models and processes of reading (4th ed.) (pp. 864 - 894). Newark, DA: International Reading Association.

Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113-125.

Sindelar, P., Monda, L., O’Shea, L. (1990). Effects of repeated readings on instructional- and mastery-level readers. Journal of Educational Research, 83, 220-226.

Sweet, A. P. & Snow, C. (2002). Reconceptualizing reading comprehension. In C. C. Block, L. B. Gambrell, M. Pressley (Eds.), Improving comprehension instruction (pp. 17-53). San Francisco, CA: Jossey-Bass.    

Tan, Α., & Nicholson, Τ. (1998). Flashcards revised: Training poor readers to read words faster improves their comprehension of text. Journal of Educational Psychology, 89, 276-288.

Triga, A. K. (2004). Τεστ αναγνωστικής ικανότητας. [Test of reading ability]. Athens: Atrapos.

Van Dijk, T. A. & Kintsch, W. (1983). Strategies of discourse comprehension. NY: Academic Press.

Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95, 163-182.

Veenman, & Van Hout-Wolters, B., H. A. M., & Afflerbach, P. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition Learning, 1, 3–14.

Veenman, M. V. J., & Beishuizen, J. J. (2004). Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint. Learning and Instruction, 14, 621–640.

Veenman, M. V. J., Kok, R., & Blöte, A. W. (2005). The relation between intellectual and metacognitive skills in early adolescence. Instructional Science, 33, 193–211.

Wesche, M. B., & Paribakht, T. S. (2000). Reading-based exercises in Second Language vocabulary learning: An introspective study. The Modern Language Journal, 84, 196-213.

Zwaan, R. A., & Brown, C. M. (1996). The influence of language proficiency and comprehension skill on situation-model construction. Discourse Processes, 21, 289-327.

Document info
Document views27
Page views27
Page last viewedMon Oct 24 17:13:00 UTC 2016