Integrating Memory-Based and Constructionist Processes in Accounts of Reading Comprehension

By P. W. van den Broek, David N. Rapp, Panayiota Kendeou. 2005

465 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/a7b75719c2990d55ce12f79ee7ee2febc9ede858

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. Panayiota Kendeou
2. Paul van den Broek
3. Alexandra List
4. P. W. van den Broek
5. A. Helder
6. Josefine Karlsson
7. Patricia A. Alexander
8. Jennifer G. Cromley

Citations in the corpus

• Reading Achievement and Science Proficiency: International Comparisons From the Programme on International Student Assessment (2009, background): “The emphasis in constructionist theories or forming a wellintegrated mental model for a domain (Graesser et al., 1994; Kintsch, 1998; Linn & Eylon, 2006; van den Broek et al., 2005) could be the common variable underlying both reading and science achievement.”
• Dynamic Text Comprehension (2005, unknown): “With regard to reading products, the Landscape model predicts both the probability that different parts of the text will be re-called by actual readers and the order in which they recall that information (van den Broek et al., 2005).”
• A Cognitive View of Reading Comprehension: Implications for Reading Difficulties (2014, background): “Also, they increasingly infer abstract connections (e.g., between themes, to characters’ feelings) in addition to concrete connections (van den Broek, 1997; van den Broek et al., 2005).”