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Levels of Comprehension of Scientific Prose: The role of text variables

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Levels of Comprehension of Scientific Prose: The role of text variables

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dc.contributor.author Vidal-Abarca Gámez, Eduardo
dc.contributor.author Sanjosé López, Vicente
dc.date.accessioned 2015-05-06T15:30:02Z
dc.date.available 2015-05-06T15:30:02Z
dc.date.issued 1998
dc.identifier.citation Vidal-Abarca Gamez, Eduardo Sanjosé López, Vicente 1998 Levels of Comprehension of Scientific Prose: The role of text variables Learning and Instruction 8 1 215 233
dc.identifier.uri http://hdl.handle.net/10550/43586
dc.description.abstract This research investigates the role played on shallow and deep levels of comprehension by textual changes that are aimed at: (a) improving the relationships within text ideas, and (b) producing better links between text ideas and the reader"s knowledge. Four versions of a long physics passage were elaborated combining both kinds of textual changes. Four groups of tenth graders were each given one of the four versions. Different measures representative of these levels of comprehension were taken: getting main ideas, recall, and problem sol affected by improving the relationships within text ideas,(b)both textual changes contributed separately to recall, and(c)problem solving increased only when the two changes were presented together.
dc.language.iso eng
dc.relation.ispartof Learning and Instruction, 1998, vol. 8, num. 1, p. 215-233
dc.subject Ciència Ensenyament
dc.title Levels of Comprehension of Scientific Prose: The role of text variables
dc.type journal article es_ES
dc.date.updated 2015-05-06T15:30:03Z
dc.identifier.idgrec 028851
dc.rights.accessRights open access es_ES

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