Affichage de 1 - 18 of 18 (Bibliographie: Bibliographie WIKINDX globale)
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Keyword: READING comprehension
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Cain, K. (2003). Text comprehension and its relation to coherence and cohesion in children's fictional narratives. British Journal of Developmental Psychology, 21(3), p. p335–351.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.22%
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Cain, K., Oakhill, J., & Lemmon, K. (2004). Individual differences in the inference of word meanings from context: The influence of reading comprehension, vocabulary knowledge, and memory capacity. Journal of educational psychology, 96(4), p. p671–681.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 36.68%
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Cain, K., Oakhill, J., & Bryant, P. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of educational psychology, 96(1), p. p31–42.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 35.31%
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Casteel, M. A., & Simpson, G. B. (1991). Textual coherence and the development of inferential generation skills. Journal of Research in Reading, 14(2), p. p116–129.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 33.49%
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de Corte, E., Verschaffel, L., & Van De Ven, A. (2001). Improving text comprehension strategies in upper primary school children: A design experiment. British Journal of Educational Psychology, 71(4), p. p531.
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Dernièrement modifiée par: Sterenn Audo
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Pop. 29.38%
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Dutke, S. (2003). Anaphor resolution as a function of spatial distance and priming: Exploring the spatial distance effect in situation models. Experimental Psychology, 50(4), p. p270–284.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.12%
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Ehrlich, K., & Rayner, K. (19830201). Pronoun assignment and semantic integration during reading: Eye movements and immediacy of processing. Journal of Verbal Learning & Verbal Behavior, 22(1), p. p75–87.
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Ajoutée par: Lynda Taabane
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Pop. 30.84%
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Ehrlich, M.-F. (1991). The processing of cohesion devices in text comprehension. Psychological Research/Psychologische Forschung, 53(2), p. p169–174.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 27.37%
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Ehrlich, M.-F., & Remond, M. (1997). Skilled and less skilled comprehenders: French children's processing of anaphoric devices in written texts. British Journal of Developmental Psychology, 15(3), p. p291–309.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.31%
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Eme, E., & Rouet, J.-F. (2001). Les connaissances métacognitives en lecture-compréhension chez l'enfant et l'adulte. Enfance, 53(4), p. p309–328.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 32.94%
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Glenberg, A. M., & Kruley, P. (1992). Pictures and anaphora: Evidence for independent processes. Memory & Cognition, 20(5), p. p461–471.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 34.31%
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Matthews, A., & Chodorow, M. S. (1988). Pronoun resolution in two-clause sentences: Effects of ambiguity, antecedent location, and depth of embedding. Journal of Memory and Language, 27(3), p. p245–260.
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Ajoutée par: Lynda Taabane
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Pop. 27.37%
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Megherbi, H., Seigneuric, A., & Ehrlich, M.-F. (2006). Reading comprehension in french 1st and 2nd grade children: Contribution of decoding and language comprehension. European Journal of Psychology of Education - EJPE, 21(2), p. p135–147.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 31.66%
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Oakhill, J. (1984). Inferential and memory skills in children's comprehension of stories. British Journal of Educational Psychology, 54(1), p. p31–39.
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Ajoutée par: Lynda Taabane
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Pop. 29.56%
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Oakhill, J., & Yuill, N. (1986). Pronoun resolution in skilled and less-skilled comprehenders: Effects of memory load and inferential complexity. Language and Speech, 29(1), p. p25–37.
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Ajoutée par: Lynda Taabane
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Pop. 31.2%
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O’Brien, E. J., Duffy, S. A., & Myers, J. L. (1986). Anaphoric inference during reading. Journal of experimental psychology: Learning, Memory, and Cognition, 12(3), p. p346–352.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.2%
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Wiley, J., Mason, R. A., & Myers, J. L. (2001). Accessibility of potential referents following categorical anaphors. Journal of experimental psychology: Learning, Memory, and Cognition, 27(5), p. p1238–1249.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 30.2%
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Yuill, N., & Oakhill, J. (1988). Understanding of anaphoric relations in skilled and less skilled comprehenders. British Journal of Psychology, 79(2), p. p173.
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Dernièrement modifiée par: Lynda Taabane
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Pop. 28.01%
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