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

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	Vidal-Abarca Gámez, Eduardo; Sanjosé López, Vicente Perfil
	This document is a artículoDate1998
	Este documento está disponible también en : http://hdl.handle.net/10550/43586
	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.
	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