Handbook of College Reading and Study Strategy Research

By R. F. Flippo, David C. Caverly. 2000

184 citations recorded by the source corpus.

Part 1: Framework Chapter 1: History Chapter 2: Academic Literacy Chapter 3: Policy Issues Chapter 4: Student Diversity Part 2: Reading Strategies Chapter 5: Vocabulary Development Chapter 6: Comprehension Development Chapter 7: Reading / Writing Connection Part 3: Study Strategies Chapter 8: Strategic Study-Reading Chapter 9: Motivation and Study Strategies Chapter 10: Notetaking from Lectures Chapter 11: Test Taking Part 4: Program Delivery Chapter 12: Addressing Diversity Chapter 13: Technology Integration Chapter 14: Program Management Chapter 15: Program Evaluation Chapter 16: Reading Tests Appendix: Reading Tests Reviewed

Subfields: Education, Language and Linguistics

View Paper: https://www.semanticscholar.org/paper/4763998beaee2bff56d81565d50656a41ec03eba

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Citations in the corpus

Lectures in Advanced Mathematics: Why Students Might Not Understand What the Mathematics Professor Is Trying to Convey. (2016, background): “Encoding the lecture content involves three phases: (i) understanding each lecture point or idea, (ii) integrating a new point with previous points in the lecture, and (iii) integrating a new point with one's prior knowledge (Armbruster, 2000).”
Cognitive effort during note taking (2005, background): “Indeed, even if note taking is frequently used in situations where transmission of information is crucial, as in academic contexts (Armbruster, 2000; Canelos, Dwyer, Nichols, & Randall, 1984; Kiewra, 1987, 1988a, 1991; Piolat & Boch, 2004; Piolat, Roussey, & Barbier, 2003), it is also frequent in…”