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| Scientific Studies of Reading, 10
(3), 241-255. Rayner, K., Foorman, B. R., Perfetti, C. A., Pesetsky, D., & Seidenberg, M. S. (2001). How psychological science informs the teaching of reading. Psychological Science in the Public Interest, 2 (2), 31-74. Reeve, J. (2012). A self-determination theory perspective on student engagement. In S.L. Christensen, A.L. Reschly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 149-173). New York: Springer Science. doi:10.1007/978-1-4614-2018-7_7 Reschly, A. M., Busch, T. W., Betts, J., Deno, S. L., & Long, J. D. (2009). Curriculum-based measurement oral reading as an indicator of reading achievement: A meta-analysis of the correlational evidence. Journal of School Psychology, 47, 427-469. Richter, T., & Rapp, D. N. (2014). Comprehension and validation of text information: Introduction to the special issue. Discourse Processes, 51 , 1-6. Rosenshine, B., & Meister, C. (1997). Cognitive strategy instruction in reading. In A. Stahl & A. Hayes (Eds.), Instructional models in reading , (pp. 85-107). Mahwah, NJ: L. Erlbaum. Rouet, J.-F. (2006). The skills of document use: From text comprehension to web-based learning . Mahwah, NJ: Lawrence Erlbaum Associates. Rouet, J.-F., & Britt, M. A. (2011). Relevance processes in multiple document comprehension. In M.T. McCrudden, J. P. Magliano, & G. Schraw (Eds.), Text relevance and learning from text (pp. 19-52). Greenwich, CT: Information Age Publishing. Rouet, J.-F., & Britt, M. A. (2014). Learning from multiple documents. In Mayer, R.E. (Ed.) Cambridge handbook of multimedia learning , (2nd edition). Cambridge, MA, Cambridge University Press. Rouet, J.-F., & Coutelet, B. (2008). The acquisition of document search strategies in grade school students. Applied Cognitive Psychology , 22 : 389-406. doi: 10.1002/acp.1415 199 Rouet, J.-F., & Levonen, J. J. (1996). Studying and learning with nonlinear documents: Empirical studies and their implications. In J.-F. Rouet, J.J., Levonen, A.P. Dillon, & R.J. Spiro (Eds.), Hypertext and cognition (pp. 9-24). Mahwah, NJ: Lawrence Erlbaum Associates. Rouet, J.- F., Vörös, Z., & Pléh, C. (2012). Incidental learning of links during navigation: The role of visuo-spatial capacity. Behaviour and Information Technology, 31 , 71-81. Routitsky, A., & Turner, R. (2003). Item format types and their influences on cross-national comparisons of student performance. Paper presented at the annual meeting of the American Educational Research Association (AERA). Chicago: IL. Rupp, A., Ferne, T., & Choi, H. (2006). How assessing reading comprehension with multiple-choice questions shapes the construct: A cognitive processing perspective. Language Testing, 23 , 441- 474. Sabatini, J. P., & Bruce, K. M. (2009). PIAAC Reading Components: A conceptual framework (OECD Educational Working paper No. 33). Retrieved from http://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?doclanguage=en&cote=edu/wkp (2009)12 Sabatini, J., Petscher, Y., O’Reilly, T., & Truckenmiller, A. (2015). Improving comprehension assessment for middle and high school students: Challenges and opportunities. In. D. Reed and K. Santi (Eds). Improving reading comprehension of middle and high school students, (pp. 119-151) New York: Springer. Sabatini, J., O’Reilly, T., Halderman, L., & Bruce, K. (2014). Broadening the scope of reading comprehension using scenario-based assessments: Preliminary findings and challenges. жүктеу/скачать 3,64 Mb. Достарыңызбен бөлісу:
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