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Reader-Text Interactions: How Differential Text and Question Types Influence Cognitive Skills Needed for Reading Comprehension
Current research has shown that comprehension can vary based on text and question types, and that readers’ word recognition and background knowledge may account for these differences. Other reader characteristics such as semantic and syntactic awareness, inferencing, planning/organizing have also al...
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| Pubblicato in: | J Educ Psychol |
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| Autori principali: | , , , , |
| Natura: | Artigo |
| Lingua: | Inglês |
| Pubblicazione: |
2012
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| Soggetti: | |
| Accesso online: | https://ncbi.nlm.nih.gov/pmc/articles/PMC4640191/ https://ncbi.nlm.nih.gov/pubmed/26566295 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1037/a0027182 |
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