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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

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.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.rights.uri	info:eu-repo/semantics/openAccess
dc.source	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.subject	Ciència Ensenyament
dc.title	Levels of Comprehension of Scientific Prose: The role of text variables
dc.type	info:eu-repo/semantics/article
dc.date.updated	2015-05-06T15:30:03Z
dc.identifier.idgrec	028851