15 Trabajo Fin de Grado 5. Bibliografía Alao, S., Anderson, E., Guthrie, J., Hancock, G. R., McCann, A. y Van Meter, P. (1998). Does Concept-Oriented Reading Instruction Increase Strategy Use and Conceptual Learning From Text? Journal of Educational Psychology, 90, 2, 261-278. Baumann, J. F.: «Children’s ability to comprehend main ideas in content textbooks». Reading World, 1983a, 22, 322-331. Baumann, J. F.: «A generic comprehension instructional strategy». Reading World, 1983b, 22, 284-294. Baumann, J. F.: How to improve comprehension instructuion in basal readers. Paper presented at the Twenty-eight annual meeting of the International Reading Association. Anaheim, CA, 1983c. Baumann, J. F.: «Six principles for the development of reading comprehension instructional methods and materials». Reading Improvement, 1983d, 20, 187-192. Brunet, I. (1987). Un marco de referencia psicológico para la educación escolar: la concepción constructivista del aprendizaje y de la enseñanza. En C. Coll, J. Palacios y A. Marchesi (eds.), Desarrollo psicológico y educación II. Psicología de la educación. Madrid: Alianza. Cattell, M. (1999). A study of the effects of metacognition on reading comprehension. Disertación de Tesis de Maestría. San Diego State University. Recuperado el 6 marzo, 2007, de http://www.eric.ed.gov/ ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/11/88/54.pdf. Duffy, C. C. y Roehler, L. R. (1982). Direct Instruction of Comprehension: What Does It Really Mean?”. Reading Horizons, 23, 35-40. Kolic-Vehovec, S., & Bajsanski, I. (2006). Metacognitive strategies and reading comprehension in elementary-school students. European Journal of Psychology of Education , 21 (4), 439-451. Kintsch, W., & Rawson, K. (2005). Comprehension. En M. Snowling, & C. Hulme, The science of reading: handbook (págs. 209-226). Oxford: Blackwell Publishing. McNamara, DS. (2007). Reading comprehension strategies: Theories, interventions and Technologies. New Jersey: Erlbaum. Pearson, PD & NK Duke. (2002). Comprehension instruction in the primary grades. In C.C. Block &M. Pressley (Eds), Comprehension instruction: Research-based practices. New York: The Guilford Press. 274-258. Trabasso, T & E Bouchard. (2002). Teaching readers how to comprehend text strategically, in Comprehension instruction: Research-based best practice. Edited by CC Block & M Pressley. New York: The Guilford Press. 176-200. Vogti, A. & Macchiarola, V. (2003) Teorías implícitas, innovación educativa y formación profesional de docentes. Ponencia presentada en el Congreso Latino-americano de Educación Superior, Universidad Nacional de San Luis, Argentina. Ryan, R. M. y Deci, E. L., 2000. “Intrinsic and Extrinsic Motivations: Classic Definitions and New Directrios”. Contemporary Educational Psychology, Vol. 25, pp. 54-67. Rottman, T. R., & Cross, D. R. (1990). Using informed strategies for learning to enhance the reading and thinking skills of children with learning disabilities. Journal of Learning Disabilities, 23(5), 270-278. doi:10.1177/002221949002300505. Sánchez, E. (1993), Los textos expositivos, Madrid, Santillana. Sánchez, E. (1998). Comprensión y redacción de textos. Barcelona: Edebé. Vidal-Abarca, E. y Gilabert, R. (1991), Comprender para aprender, Madrid, CEPE.
RkJQdWJsaXNoZXIy MTU1MDE2NA==