Revista completa en formato PDF 7930Kb - Revista de Educación

MAYER, R. E.; DICK, J.; COOK, L. K.: «Techniques
that hekp readers build mental
models from science text: definitions
training and signaling», en Journal of
Educational Psychology, 76 (1984),
pp. 1089-1105.
MEYER, B. F.: The organization of prose
and its effects on memory. Amsterdam,
North Holland, 1975.
MORAVCSIK, J. E.; KINTCH, W.: «Writing
quality, reading skills and domain
knowledge as factors in text comprehension»,
en Canadian Journal of
Experimental Psychology, 47 (1993),
pp. 360-374.
OAKHILL, J.: «Individual differences in
children’s text comprehension», en
GERNSBACHER, M. A. (ed.) Handbook
of psycholinguistics. Nueva York, Academic
Press, 1994, pp. 821-848.
OTERO, J.; LEÓN, J. A.; GRAESSER, A. C.
(eds.): The psychology of science and
text comprehension. Mahwah, NJ,
Lawrence Erlbaum, 2002.
OTERO, J.; CAMPANARIO, J. M.: «Comprensión
evaluation and regulation in learning
from science texts», en Journal
of Research in Science Teaching, 27
(1990), pp. 447-460.
PERFETTI, C. A.: «There are generalized
abilities and one of them is reading»,
en REASNICK, L. (ed.) Kowing, learning
and instruction. Hillsdale, NJ,
Lawrence Erlbaum, 1989, pp. 307-
336.
PERFETTI, C. A.; MARRON, M. A.; FOLTZ, P.
W.: «Sources of comprensión failures»,
en CORNOLDI, C.; OAKHILL, J. (eds.):
Reading comprehension difficulties.
Mahwah, NJ, Lawrence Erlbaum,
1996, pp. 137-165.
REICHER, G. M.: «Perceptual recognition
as a function of meaningfulness of stimulus
material», en Journal of Experimental
Psychology, 81 (1969), pp.
275-280.
SÁNCHEZ, E.: Los textos expositivos: estrategias
para mejorar su comprensión.
Madrid, Santillana, 1993.
— Comprensión y redacción de textos.
Barcelona, Edebé, 1998.
SCHWARTZ, S.: Measuring reading competence.
Nueva York, Plenum Press,
1984.
SEIDENBERG, M. S.: «Lexical acces: Another
theoretical soupstone?», en BALO-
TA, D. A.; FLORES D’ARCAIS, G. B.; RAY-
NER, K. (eds.): Comprensión proceses
in reading. Hilldale, NJ, Lawrence Erlbaum,
1990, pp. 33-71.
SEIDENBERG, M. S.: «Visual word recognition:
An overview», en MILLER, J. L.;
EIMAS, P. D. (eds.): Speech, language
and communication. Nueva York,
Academic Press, 1995, pp. 137-216.
SEIDENBERG, M. S.; MCCLELLAND, J. L.: «A
distributed, developmental model of
word recognition and naming», en
Psychological Review, 96 (1989), pp.
523-568.
SCHNEIDER, W.; PRESSLEY, M.: «Introduction
to the special issue: The development
of metacognition. Theoretical
issues and educational implications»,
en European Journal of the Psychology
of Education, 13 (1998), pp. 3-8.
SPILLICH, G. J.; VESONDER, G. T.; CHIESI,
H. L; VOSS, J. F.: «Text processing of
domain related information for individuals
with high and low domain knowledge»,
en Journal of Verbal Learning
and Verbal Behavior, 18 (1979),
pp. 275-290.
STERNBERG, R. J.; POWELL, J. S.: «Comprehending
verbal comprehension», en
American Psychologist, 38, 8 (1983),
pp. 878-893.
TAYLOR, H. A.; TVERSKY, B.: «Indexing
events in memory: evidence for index
dominance», en Memory, 5 (1997),
pp. 509-542.
92