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Publikováno v:
International Journal of Behavioral Development. 20:667-680
Two studies are reported here that investigated elementary school children’s text revision. In the first experiment, both semantic and surface flaws were inserted in texts that varied in reading difficulty. Second-grade through fifth-grade students
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8187d7bab2d0089ce72ac8dc1f7d6598
https://doi.org/10.1080/016502597385117
https://doi.org/10.1080/016502597385117
