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Contributions of Self-Explanation to Comprehension of High- and Low-Cohesion Texts
16 references·0 citing·35 second hop
Contributions of Self-Explanation to Comprehension of High- and Low-Cohesion Texts (2010)Contributions of Self-Explanation to Comp…Cohesion in English (2014)Cohesion in EnglishToward an Interactive Model of Reading (2013)Toward an Interactive Model o…Chapter 9 Toward a Comprehensive Model of Comprehension (2009)Chapter 9 Toward a Comprehens…Prior knowledge, reading skill, and text cohesion in the comprehension of science texts (2008)Prior knowledge, reading skil…Reading Comprehension Strategies (2007)Reading Comprehension Strateg…SERT: Self-Explanation Reading Training (2004)SERT: Self-Explanation Readin…The dissociation of word reading and text comprehension: Evidence from component skills (2003)The dissociation of word read…Comprehension: A Paradigm for Cognition (1998)Comprehension: A Paradigm for…Learning from texts: Effects of prior knowledge and text coherence (1996)Learning from texts: Effects …Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning From Text (1996)Are Good Texts Always Better?…Eliciting self-explanations improves understanding, (1994)Eliciting self-explanations i…Constructing inferences during narrative text comprehension. (1994)Constructing inferences durin…Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems (1989)Self‐Explanations: How Studen…Self-explanations: How students study and use examples in learning to solve problems (1989)Self-explanations: How studen…The role of knowledge in discourse comprehension: A construction-integration model. (1988)The role of knowledge in disc…Theoretical Models and Processes of Reading (1987)Theoretical Models and Proces…Toward a model of text comprehension and production. (1978)Strategies of Discourse Comprehension (1985)Actual Minds, Possible Worlds. (1986)Handbook of Epistemic Cognition (2016)Don't throw away your printed books: A meta-analysis on the effects of reading media on reading comprehension (2018)PISA 2018 Assessment and Analytical Framework (2019)Emotion And Adaptation (1991)Handbook of reading research (1991)A model of dual attitudes. (2000)Children's Reading Comprehension Ability: Concurrent Prediction by Working Memory, Verbal Ability, and Component Skills. (2004)New Conceptualizations of Practice: Common Principles in Three Paradigms Suggest New Concepts for Training (1992)Cognitive Architecture and Instructional Design (1998)The Expertise Reversal Effect (2003)Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions (2005)Feeling and thinking: Preferences need no inferences. (1980)Long-term working memory. (1995)Grounding language in action (2002)The role of theories in conceptual coherence. (1985)Problem-Based Learning: What and How Do Students Learn? (2004)The Nature of Expertise (2014)Advances in Instructional Psychology (2019)Cognitive Architecture and Instructional Design: 20 Years Later (2019)Implications for educational practice of the science of learning and development (2019)ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS* (1976)Quantifying Qualitative Analyses of Verbal Data: A Practical Guide (1997)Where's the evidence that active learning works? (2006)Metacognition, Motivation, and Understanding (2026)Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)A meta-analysis of the cognitive and motivational effects of serious games. (2013)PISA 2018 Results (Volume I) (2019)Talking science: language, learning, and values (1991)Understanding and sharing intentions: The origins of cultural cognition (2005)Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (1986)Learning to read and write: A longitudinal study of 54 children from first through fourth grades. (1988)The 35th Sir Frederick Bartlett Lecture: Eye movements and attention in reading, scene perception, and visual search (2009)
this work references cited by second hop

References

  • 2014Cohesion in English7,368 cited
  • 1998Comprehension: A Paradigm for Cognition4,875 cited
  • 1988The role of knowledge in discourse comprehension: A construction-integration model.4,374 cited
  • 1987Theoretical Models and Processes of Reading3,086 cited
  • 1994Constructing inferences during narrative text comprehension.2,564 cited
  • 1989Self-explanations: How students study and use examples in learning to solve problems2,286 cited
  • 1994Eliciting self-explanations improves understanding,2,114 cited
  • 1989Self‐Explanations: How Students Study and Use Examples in Learning to Solve Problems1,712 cited
  • 1996Are Good Texts Always Better? Interactions of Text Coherence, Background Knowledge, and Levels of Understanding in Learning From Text1,341 cited
  • 2009Chapter 9 Toward a Comprehensive Model of Comprehension810 cited
  • 1996Learning from texts: Effects of prior knowledge and text coherence747 cited
  • 2013Toward an Interactive Model of Reading628 cited
  • 2003The dissociation of word reading and text comprehension: Evidence from component skills625 cited
  • 2004SERT: Self-Explanation Reading Training519 cited
  • 2007Reading Comprehension Strategies

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507 cited
  • 2008Prior knowledge, reading skill, and text cohesion in the comprehension of science texts428 cited
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