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Read Something Once, Why Read it Again?: Repetitive Reading and Recall
11 references·2 citing·43 second hop
Read Something Once, Why Read it Again?: Repetitive Reading and Recall (1989)Read Something Once, Why Read it Again?: …Theoretical Issues in Reading Comprehension (2017)Theoretical Issues in Reading…Structural Analysis of Science Prose: Can We Increase Problem-Solving Performance? (2017)Structural Analysis of Scienc…Handbook of reading research (1991)Handbook of reading researchLearning and Comprehension of Text (1988)Learning and Comprehension of…Quantitative and qualitative effects of repetition on learning from technical text. (1986)Quantitative and qualitative …Inducing Use of a Text Lookback Strategy Among Unsuccessful Readers (1984)Inducing Use of a Text Lookba…Can you repeat that? Qualitative effects of repetition and advance organizers on learning from science prose. (1983)Can you repeat that? Qualitat…What is learned in note taking? (1981)What is learned in note takin…Monitoring and Resolving Comprehension Obstacles: An Investigation of Spontaneous Text Lookbacks among Upper-Grade Good and Poor Comprehenders (1981)Monitoring and Resolving Comp…Can Advance Organizers Influence Meaningful Learning? (1979)Can Advance Organizers Influe…Textual constraint as function of repeated inspection. (1968)Textual constraint as functio…Reading Comprehension: A Computerized Intervention with Primary‐age Poor Readers (2017)Reading Comprehension: A Comp…Expertise reversal effect in using explanatory notes for readers of Shakespearean text (2009)Expertise reversal effect in …The Principles of Psychology (1891)Educational Psychology: A Cognitive View (1968)Perspectives on the Development of Memory and Cognition (1977)Individual differences in reprocessing of text. (1992)Exploring Differences in Students' Copy-and-Paste Decision Making and Processing: A Mixed-Methods Study. (2005)The role of working memory abilities in lecture note-taking (2014)Relizing That You Don't Understand: A Preliminary Investigation (1977)Realizing That You Don't Understand: Elementary School Children's Awareness of Inconsistencies (1979)Learning to Learn: On Training Students to Learn from Texts (1981)Comprehension Monitoring: What It Is and What We Know about It (1983)The Interactive-Compensatory Model of Reading (1984)Increasing Students' Awareness of Sources of Information for Answering Questions (1985)Rating the Importance of Structural Units of Prose Passages: A Problem of Metacognitive Development (1977)Toward a model of text comprehension and production. (1978)Use of Top-Level Structure in Text: Key for Reading Comprehension of Ninth-Grade Students (1980)Personality, Adaptability, and Performance: Performance on Well-Defined Problem Solving Tasks (1993)Resource allocation during the rereading of scientific texts (1998)Mental Illness in Disney Animated Films (2004)Handbook of developmental psychology (1982)“How do You Know this Answer?” – Children’s Use of Text Data and General Knowledge in Story Comprehension (2005)Validade incremental da Escala de Abordagens de Aprendizagem (EABAP) (2012)Learning, Remembering, and Understanding (2017)Audiobooks, Print, and Comprehension: What We Know and What We Need to Know (2022)Twenty years of research on advance organizers: Assimilation theory is still the best predictor of results (1979)Techniques that help readers build mental models from scientific text: Definitions pretraining and signaling. (1984)Retelling and the Reading Comprehension of Proficient and Less-Proficient Readers (1991)The use of advance organizers in the learning and retention of meaningful verbal material. (1960)Educational Psychology: A Cognitive View (1969)Empirically-based guidelines for the design of interactive multimedia (1993)Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus author-provided graphic organizers. (2007)Graphic Organizers and Students with Learning Disabilities: A Meta-Analysis (2011)Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities (1984)The simple view of reading (1990)Improving Students’ Learning With Effective Learning Techniques (2013)Education and Learning to Think (1987)Education and learning to think. (1987)CURRENT RESEARCH IN SOCIAL PSYCHOLOGY (1996)Goals, obstacles, and strategies in risk communication: A problem‐solving approach to improving communication about risks (1991)Graphic organizers as aids to text learning (1997)Examining transfer effects from dialogic discussions to new tasks and contexts (2012)Categorization and Representation of Physics Problems by Experts and Novices* (1981)Norm theory: Comparing reality to its alternatives. (1986)Situated Cognition and the Culture of Learning (1989)
this work references cited by second hop

References

  • 1991Handbook of reading research6,847 cited
  • 2017Theoretical Issues in Reading Comprehension2,224 cited
  • 1988Learning and Comprehension of Text695 cited
  • 1979Can Advance Organizers Influence Meaningful Learning?357 cited
  • 1981Monitoring and Resolving Comprehension Obstacles: An Investigation of Spontaneous Text Lookbacks among Upper-Grade Good and Poor Comprehenders186 cited
  • 1983Can you repeat that? Qualitative effects of repetition and advance organizers on learning from science prose.133 cited
  • 1986Quantitative and qualitative effects of repetition on learning from technical text.121 cited
  • 1981What is learned in note taking?107 cited
  • 2017Structural Analysis of Science Prose: Can We Increase Problem-Solving Performance?100 cited
  • 1984Inducing Use of a Text Lookback Strategy Among Unsuccessful Readers68 cited
  • 1968Textual constraint as function of repeated inspection.41 cited

Cited by

  • 2009Expertise reversal effect in using explanatory notes for readers of Shakespearean text51 cited
  • 2017Reading Comprehension: A Computerized Intervention with Primary‐age Poor Readers32 cited

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