04.04.2013 Views

Mireille Falardeau et Michel Loranger Le choix de stratégies ... - CSSE

Mireille Falardeau et Michel Loranger Le choix de stratégies ... - CSSE

Mireille Falardeau et Michel Loranger Le choix de stratégies ... - CSSE

SHOW MORE
SHOW LESS

Create successful ePaper yourself

Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.

348 DESCHÊNES, BOURDAGES, LEBEL ET MICHAUD<br />

literacy research (Thirty-seventh Yearbook of the National Reading Conference; pp. 143–166).<br />

Chicago: The National Reading Conference, Inc.<br />

Pinard, A. (1987). Cognition <strong>et</strong> métacognition: les recherches sur le développement <strong>de</strong> l’intelligence.<br />

Interface, 8(6), 18–21.<br />

Pressley, M., Borkowski, J. G. <strong>et</strong> Schnei<strong>de</strong>r, W. (1989). Good information processing: What it is and<br />

how education can promote it. Instructional Journal of Educational Research, 13, 857–867.<br />

Pressley, M. <strong>et</strong> Ghatala, E. S. (1988). Delusions about performance on multiple-choice comprehension<br />

tests. Reading Research Quarterly, 23, 454–464.<br />

Pressley, M. <strong>et</strong> Ghatala, E. S. (1990). Self-regulated learning: Monitoring learning from text. Educational<br />

Psychologist, 25, 19–23.<br />

Pressley, M., Ghatala, E. S, Woloshyn, V. <strong>et</strong> Pirie, J. (1990). Som<strong>et</strong>imes adults miss the main i<strong>de</strong>as<br />

and do not realize it: Confi<strong>de</strong>nce in responses to short-answer and multiple-choice comprehension<br />

questions. Reading Research Quarterly, 25, 232–249.<br />

Raphael, T. E. <strong>et</strong> Gavelek, J. R. (1984). Question-related activities and their relationship to reading<br />

comprehension: Some instructional implications. In G. G. Duffy Roehler <strong>et</strong> J. Mason (Eds.), Comprehension<br />

instruction, perspectives and suggestions (pp. 234–250). New York: Longman.<br />

Schallert, D. L., Alexan<strong>de</strong>r, P. A. <strong>et</strong> Go<strong>et</strong>z, E. T. (1988). Implicit instruction of strategies for learning<br />

from text. In C. E. Weinstein, E. T. Go<strong>et</strong>z <strong>et</strong> P. A. Alexan<strong>de</strong>r (Eds.), <strong>Le</strong>arning and study strategies:<br />

Issues in assessment, instruction, and evaluation (pp. 193–214). San Diego: Aca<strong>de</strong>mic<br />

Press.<br />

Schnei<strong>de</strong>r, W. <strong>et</strong> Pressley, M. (1989). Memory <strong>de</strong>velopment b<strong>et</strong>ween 2 and 20. New York: Springer-<br />

Verlag.<br />

Schoenfeld, A. H. (1987). What’s all the fuss about m<strong>et</strong>acognition? In A. H. Schoenfeld (Ed.), Cognitive<br />

science and mathematics education (pp. 189–215). Hillsdale, NJ: Erlbaum.<br />

Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal<br />

of Educational Psychology, 82, 498–504.<br />

Schunk, D. H. (1989). Social cognitive theory and self-regulated learning. In B. J. Zimmerman <strong>et</strong><br />

D. H. Schunk (Eds.), Self-regulated learning and aca<strong>de</strong>mic achievement (pp. 83–110). New<br />

York: Springer-Verlag.<br />

Shuell, T. J. (1990). Phases of meaningful learning. Review of Educational Research, 60, 531–547.<br />

Tardif, J. (1992). Pour un enseignement stratégique. Montréal: Logiques.<br />

Van Patten, J., Chao, C.-I. <strong>et</strong> Reigeluth, C. M. (1986). A review of strategies for sequencing and synthesizing<br />

instruction. Review of Educational Research, 56, 437–471.<br />

Wa<strong>de</strong>, S. E., Trathen, W. <strong>et</strong> Schraw, G. (1990). An analysis of spontaneous study strategies. Reading<br />

Research Quarterly, 25, 147–166.<br />

Weinstein, C. E. <strong>et</strong> Un<strong>de</strong>rwood, V. L. (1985). <strong>Le</strong>arning strategies: The how of learning. In J. W.<br />

Segal, S. F. Chipman <strong>et</strong> R. Glaser (Eds.), Thinking and learning skills. Vol. 1: Relating instruction<br />

to research (pp. 241–258). Hillsdale, NJ: Erlbaum.<br />

Zimmerman, B. J. (1990). Self-regulated learning and aca<strong>de</strong>mic achievement: An overview. Educational<br />

Psychologist, 25, 3–17.<br />

Zimmerman, B. J. <strong>et</strong> Martinez-Pons, M. (1988). Construct validation of a strategy mo<strong>de</strong>l of stu<strong>de</strong>nt<br />

self-regulated learning. Journal of Educational Psychology, 80, 284–290.<br />

André-Jacques Deschênes, Louise Bourdages, Céline <strong>Le</strong>bel <strong>et</strong> Bernard Michaud enseignent à la<br />

Télé-Université, Université du Québec, Case postale 10700, Sainte-Foy (Québec) G1V 4V9.

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!