Zobrazeno 1 - 10
of 69
pro vyhledávání: '"Eduardo Vidal-Abarca"'
Publikováno v:
Educación XX1, Vol 20, Iss 2, Pp 279-297 (2017)
El rendimiento dispar encontrado en algunos pa ses del informe PISA 2009 (OECD, 2010) entre textos continuos y no-continuos en tareas de competencia lectora, as como la naturaleza y estructura diferente de la informaci n textual, han motivado el estu
Externí odkaz:
https://doaj.org/article/b7620c1ead28452692dff7a0708b9acb
Publikováno v:
Rubio, Alba Vidal Abarca, Eduardo Serrano Mendizábal, Maria-Ángeles 2022 How to assist the students while learning from text? Effects of inserting adjunct questions on text processing Instructional Science 1 33
RODERIC. Repositorio Institucional de la Universitat de Valéncia
instname
RODERIC. Repositorio Institucional de la Universitat de Valéncia
instname
This study analyzes the effect of text-inserted questions and post-text-reading questions, i.e., questions timing, on students’ processing and learning when studying challenging texts. Seventy-six freshmen read two science texts and answered ten ad
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::17d7166fe44ae24c15ede3e42e1ea41e
https://doi.org/10.1007/s11251-022-09592-7
https://doi.org/10.1007/s11251-022-09592-7
Publikováno v:
Electronic Journal of Research in Education Psychology. 20:1-26
Introduction. Students often answer questions from available expository texts for assessment and learning purposes. These activities require readers to activate not only meaning-making processes (e.g., paraphrases or elaborations), but also metacogni
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e12bceb3156534c884c8f32db0f3b42c
https://doi.org/10.25115/ejrep.v20i56.3776
https://doi.org/10.25115/ejrep.v20i56.3776
Publikováno v:
Journal of Computer Assisted Learning. 37:1015-1029
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5b3d29203447cc1f1f3976de5bdba833
https://doi.org/10.1111/jcal.12540
https://doi.org/10.1111/jcal.12540
Autor:
Ignacio Máñez, Eduardo Vidal-Abarca
Publikováno v:
Enfance. :313-335
EnglishTeachers usually assign text comprehension activities to their students and provide them with feedback on the correctness of their answers for learning purposes. In traditional classrooms, teachers have little to no chance to delivering indivi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::90fcc8b152b83b4d35d07f19e4dafe38
https://doi.org/10.3917/enf2.203.0313
https://doi.org/10.3917/enf2.203.0313
Publikováno v:
Journal of Computer Assisted Learning. 36:718-728
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9d4b131f86991ce58465360a50799889
https://doi.org/10.1111/jcal.12439
https://doi.org/10.1111/jcal.12439
Publikováno v:
Metacognition and Learning. 14:65-87
The goal of this study was to examine how students process formative feedback that included corrective and elaborative information in online question-answering tasks. Skilled and less-skilled comprehenders in grade 8 read texts and answered comprehen
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ee4ea09dbf4252f47249d188f2ea38da
https://doi.org/10.1007/s11409-019-09192-w
https://doi.org/10.1007/s11409-019-09192-w
Publikováno v:
Journal of Computer Assisted Learning. 34:515-525
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d9efdb554ca49d998a07aa8368a596e4
https://doi.org/10.1111/jcal.12256
https://doi.org/10.1111/jcal.12256