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.
International Journal Topics in Cognitive Psychology, 114, 693-723.
Santini, M. (2006), Web pages, text types, and linguistic features: Some issues. International
Computer Archive of Modern and Medieval English (CAME), 30, 67-86.
Scammacca, N., Roberts, G., Vaughn, S., Edmonds, M., Wexler, J., Reutebuch, C.K., & Torgesen,
J.K. (2006). Interventions for adolescent struggling readers. A meta-analysis with implications for
practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Schaffner, E., Philipp, M., & Schiefele, U. (2014). Reciprocal effects between intrinsic reading
motivation and reading competence? A cross-lagged panel model for academic track and non-
academic track students. Journal of Research on Reading, 00 (00), 1-18. DOI:10.1111/1467-
9817.12027.
Schiefele, U., Schaffner, E., Möller, J., & Wigfield, A. (2012). Dimensions of reading motivation and
their relation to reading behavior and competence. Reading Research Quarterly, 47, 427-463.
Schroeder, S. (2011). What readers have and do: Effects of students’ verbal ability and reading
time components on comprehension with and without text availability. Journal of Educational
Psychology, 103, 877-896.
Schwabe, F., McElvany, N., & Trendtel, M. (2015). The school age gender gap in reading
achievement: Examining the influences of item format and intrinsic reading motivation. Reading
Research Quarterly, 50(1), 1
–14. doi: 10.1002/rrq.92
Simon, H. A. (1996). Observations on the sciences of science learning. Paper prepared for the
Committee on Developments in the Science of Learning for the Sciences of Science Learning: An
Interdisciplinary Discussion. Department of Psychology, Carnegie Mellon University.
200
Singer, M. (2006). Verification of text ideas during reading. Journal of Memory and Language, 54,
574-591.
Smith, M. C., Mikulecky, L., Kibby, M. W., Dreher, M. J., & Dole, J. A. (2000). What will be the
demands of literacy in the workplace in the next millennium? Reading Research Quarterly, 35(3),
378-383.
Snow and the Rand Corporation. (2002). Reading for understanding: Toward an R&D program in
Достарыңызбен бөлісу: |