Post by Ben Seipel, University of Wisconsin-River Falls/California State University, Chico; with Gina Biancarosa, University of Oregon; Sarah E. Carlson, Georgia State University; and Mark L. Davison, ...
Post by Ben Seipel, University of Wisconsin-River Falls/California State University, Chico; with Gina Biancarosa, University of Oregon; Sarah E. Carlson, Georgia State University; and Mark L. Davison, ...
Reading is like any other skill - the more time you spend reading the better a reader you are likely to become. You should choose to read things you find interesting and enjoy. But it is also good to ...
ABSTRACT: This study investigated the effect of support questions and their timing on Grades 4 and 7 students’ reading comprehension. The support questions were posed either during or after reading ...
Abstract: During language comprehension, readers or listeners routinely infer information that has not been stated literally in a given text or utterance in order to construct a coherent mental ...
Abstract: This paper formally distinguishes between two variants of top-down comprehension (as originally described by Brooks (1983) and Soloway (1984)). The first is inference-based comprehension, ...
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