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dc.contributor.authorWoolley, Garyen_US
dc.contributor.editorJennifer Rennieen_US
dc.date.accessioned2017-05-03T12:49:27Z
dc.date.available2017-05-03T12:49:27Z
dc.date.issued2010en_US
dc.date.modified2011-02-02T06:55:38Z
dc.identifier.issn10381562en_US
dc.identifier.urihttp://hdl.handle.net/10072/34848
dc.description.abstractWhen most children read narrative texts they actively utilise cognitive resources to comprehend by constructing appropriate mental models of story events. However, many children with poor comprehension experience difficulties due to an inability to appropriately direct attention and to effectively use the resources of working memory. As a result, their ability to construct integrated mental models of story content may be impaired. However, their reading comprehension performance can be improved when they are taught inferential reading comprehension strategies involving both verbal and visual processes to facilitate more elaborated mental modeling of narrative texts. This article discusses how such strategies can be implemented and consolidated using a metacognitive focus within a flexible multiple-strategy framework.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent8351387 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherAustralian Literacy Educators' Associationen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.thefreelibrary.com/Developing+reading+comprehension%3A+combining+visual+and+verbal...-a0228435610en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom108en_US
dc.relation.ispartofpageto125en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalAustralian Journal of Language and Literacyen_US
dc.relation.ispartofvolume33en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchCurriculum and Pedagogy Theory and Developmenten_US
dc.subject.fieldofresearchcode130202en_US
dc.titleDeveloping reading comprehension: Combining visual and verbal processesen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2010 Australian Literacy Educators' Association. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_AU
gro.date.issued2010
gro.hasfulltextFull Text


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