RECIPROCAL TEACHING IMPROVES STANDARDIZED READING-COMPREHENSION PERFORMANCE IN POOR COMPREHENDERS

被引：45

作者：

LYSYNCHUK, LM

PRESSLEY, M

VYE, NJ

机构：

[1] UNIV WESTERN ONTARIO,DEPT EDUC PSYCHOL,LONDON N6A 3K7,ONTARIO,CANADA

[2] UNIV MARYLAND,DEPT HUMAN DEV,COLLEGE PK,MD 20742

[3] VANDERBILT UNIV,DEPT PSYCHOL,NASHVILLE,TN 37240

来源：

ELEMENTARY SCHOOL JOURNAL | 1990年 / 90卷 / 05期

关键词：

D O I：

10.1086/461627

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

引用

页码：469 / 484

页数：16

共 50 条

[1] COMPARISON OF READING-COMPREHENSION PROCESSES IN GOOD AND POOR COMPREHENDERS
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[4] RECIPROCAL TEACHING OF READING-COMPREHENSION IN A NEW-ZEALAND HIGH-SCHOOL
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[5] The Specific Role of Inhibition in Reading Comprehension in Good and Poor Comprehenders
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[7] INFERENCING AND DIRECT TEACHING OF READING-COMPREHENSION TO CHILDREN
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[10] EFFECTS OF INFERENCE AWARENESS TRAINING ON POOR READING-COMPREHENSION
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