Reader and text factors in reading comprehension processes

By Panayiota Kendeou, Krista R. Muis, Sandra Fulton. 2011

128 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5498d96c28d6a5d2036de9dbaaf333fbfbb34bbf

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Gale M. Sinatra
2. Patricia A. Alexander
3. Suzanne H. Broughton
4. Panayiota Kendeou
5. Jason L. G. Braasch
6. Paul van den Broek
7. Susan R. Goldman
8. A. Helder

In Education

1. Gale M. Sinatra
2. Suzanne H. Broughton
3. Patricia A. Alexander
4. Panayiota Kendeou
5. Paul van den Broek
6. Lauren M. Singer
7. Jason L. G. Braasch
8. Edward J. O'Brien

Citations in the corpus

• Reading on Paper and Digitally: What the Past Decades of Empirical Research Reveal (2017, background): “…of specificity concerning aspects of the text is particularly problematic because research has established that aspects of the text, such as text type and length, play an important role in reading comprehension (Graesser, McNamara, & Louwerse, 2003; Kendeou, Muis, & Fulton, 2011; Kintsch, 1980).”
• Bridging Reading Comprehension and Conceptual Change in Science Education: The Promise of Refutation Text (2011, methodology): “The Construction-Integration (CI) Model (Kintsch, 1988) is an updated model based on Kintsch and van Dijk’s (1978) Process Model.”
• Knowledge Revision Processes in Refutation Texts (2014, background): “, 1998, 2004, 2010) and science texts (Kendeou &van denBroek, 2007; Kendeou et al., 2011; van denBroek&Kendeou, 2008) and within the well-defined context and models of reading comprehension (Myers & O’Brien, 1998; O’Brien & Myers, 1999).”
• The influences of text and reader characteristics on learning from refutations in science texts. (2013, background): “…2007; Mason et al., 2008; Mikkilä-Erdmann, 2001) or on learning of the scientific content (Alvermann & Hague, 1989; Broughton, Sinatra, & Reynolds, 2010; Hynd & Guzzetti, 1998; Kendeou et al., 2011; Kendeou & van den Broek, 2007; Mikkilä-Erdmann, Penttinen, Anto, & Olkinuora, 2008; Palmer, 2003).”
• A Cognitive View of Reading Comprehension: Implications for Reading Difficulties (2014, background): “Incorrect knowledge or misconceptions lead to the generation of incorrect inferences and, consequently, to misunder-standing of new texts (Blanc, Kendeou, van den Broek, & Brouillet, 2008; Kendeou, Muis, & Fulton, 2011; Kendeou & van den Broek, 2007).”