How Can Reading Comprehension Strategies and Recall Be Improved in Elementary School Students?

Referencias bibliográficas

• Balcomb, F. K., & Gerken, L. A. (2008). Three-year-old children can access their own memory to guide responses on a visual matching task. Developmental Science, 11, 750-760.
• Bernad, J. A. (2000). Modelo cognitivo de evaluación educativa. Escala de estrategias de aprendizaje contextualizado (ESEAC). Madrid: Narcea.
• Block, C. C., Pressley, M. (2002). Comprehension instruction: Research-based best practices. New York: Guilford Press.
• Block, C., Parris, S., & Whiteley, C. (2008). CPMs: A kinesthetic comprehension strategy. The Reading Teacher, 61(6), 460-470.
• Booth, J. N., Boyle, J., & Kelly, S. (2010). Do tasks make a difference? Accounting for heterogeneity of performance of children with reading difficulties on tasks of executive function: Findings from a meta-analysis. British Journal of Devel- opmental Psychology, 28(1), 133-176.
• Brenna, B. A. (1995). The metacognitive reading strategies of five early readers. Journal of Research in Reading, 18(1), 53-62.
• Bronson, M. B. (2000). Self regulation in early childhood: nature and nurture. New York: The Guilford Press.
• Brown, R., Pressley, M., Van Meter, P., & Schuder, T. (1996). A quasi-experimen- tal validation of transactional strategies instruction with low-achieving second grade readers. Journal of Educational Psychology, 88, 18-37.
• Bull, R., Espy, K. A. & Wiebe, S. A. (2008). Short-term memory, working memory, and executive functioning in preschoolers: longitudinal predictors of mathemat- ical achievement at age 7 years. Developmental Neuropsychology, 33(3), 205-28.
• Cartwright, K. B. (2012). Cognitive development and reading: The relation of read- ing-specific multiple classification skill to reading comprehension in elemen- tary school children. Journal of Educational Psychology, 94, 56-63.
• Chall, J. S. (1967). Learning to read: The great debate. New York: MacGraw Hill. Chall, J. S. (1996). Stages of reading development. Orlando, L: Harcourt Brace Company.
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale: Erlbaum.
• Connor, C. M., Ponitz, C. C., Phillips, M. B., Travis, Q. M., Glasney, S., Morri- son, F. J. (2010). First graders’ literacy and self-regulation gains: The effect of individualizing student instruction. Journal of School Psychology, 48(5), 433-455.
• Dermitzaki, I., Andreou, G., & Paraskeva, V. (2008). High and low reading com- prehension achievers’ strategic behaviors and their relation to performance in a reading comprehension situation. Reading Psychology, 29, 471-492.
• Dignath, C., Buettner, G., & Langfeldt, H. P. (2008). How can primary school stu- dents learn self-regulated learning strategies most effectively? a meta-analysis of self-regulation training programmes. Educational Research Review, 3(2), 101–129.
• Dole, J. A., Nokes, J. D., & Drits, D. (2009). Cognitive strategy instruction. In G.G. Duffy & S. E. Israel (Eds.), Handbook of research on reading comprehension, 347-372. Hillsdale: Erlbaum.
• Efklides, A., & Misailidi, P. (2010). Trends and prospects in metacognition research.New York: Springer.
• Eilers, L. H., & Pinkley, C. (2006). Metacognitive strategies help Students to com- prehend all texts. Reading Improvement, 43, 13-29.
• Ellis, P. D. (2009). Effect size calculators. Extraído el 1 de abril de 2013 de http://www.polyu.edu.hk/mm/effectsizefaqs/calculator/calculator.html
• Eme, E., Puustinen, M., Coutelet, B. (2006). Individual and development differ- ences in reading monitoring: When and how do children evaluate their com- prehension? European Journal of Psychology of Education, 21, 91-115.
• Flavell, J. H. (1987). Speculations about the nature and development of metacog- nition. In F.E. Weinert & R.H. Kluwe (Eds.), Metacognition, Motivation and Understanding (pp. 21-29). Hillsdale: Erlbaum.
• Fernández-Cano, A., & Fernández Guerrero, I. (2009). Crítica y alternativas a la significación estadística en el contraste de hipótesis. Madrid: La Muralla.
• Fuchs, D., & Fuchs, L. S. (2007). Increasing strategic reading comprehension with Peer-Assisted Learning Strategies. In D.S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 175-197). Mah- wah: Erlbaum.
• Garner, J., Bochna, C. (2004). Transfer of a listening comprehension strategy to independent reading in first-grade students. Early Childhood Education Journal, 32(2), 69-74.
• Gutiérrez-Braojos, C., & Salmerón-Pérez, H. (2012). Estrategias de comprensión lectora: enseñanza y evaluación en educación primaria. Revista Profesorado, 16(1), 183-202.
• Horner, S. L., & O’Connor, E. A. (2007). Developing self-regulation within the reading recovery context. In S. L. Horner & E. A. O’Connor (Eds.), Helping beginning & struggling readers and writers develop self-regulated strategies. Special issue of Reading and Writing Quarterly, 23, 97-106.
• Juliebö, M., Malicky, G., & Norman, C. (1998). Metacognition of young readers in an early intervention programme. Journal of Research in Reading, 21(1), 24-35.
• Kendeou, P., van den Broek, P., White, M. J., Lynch, J. S. (2009). Predicting read- ing comprehension in early elementary school: The independent contribu- tions of oral language and decoding skills. Journal of Educational Psychology, 101(4), 765-778.
• Kinnunen, R. Vauras, M., & Niemi, P. (1998). An interview study of children s knowledge about memory. Monographs of the Society for Research in Child De- velopment, 40, 1-160.
• McKeown, M. G., & Beck, I. L. (2009). The role of metacognition in understand- ing and supporting reading comprehension. In D.J. Hacker, J. Dunlosky, & A.C. Graesser. Handbook of Metacognition in Education. New York: Routledge
• Marr, M. B., & Gormley, K. (1982). Children’s recall of familiar and unfamiliar text. Reading Research Quarterly, 18, 89-104.
• Mayer, R. E. (2002). Psicología educativa. Madrid: Prentice-Hall.
• National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Extraído el 2 de abril de 2013 de http://www.nichd.nih.gov/ publications/nrp/report.cfm
• National Research Council (1998). Preventing reading difficulties in young children. Washington: National Academy Press.
• Paris, S. G., & Hamilton, E. E. (2009). The development of children’s reading com- prehension. In S. E., Israel & G. G., Duffy. Handbook of research on reading com- prehension (pp. 32–53). New York: Routledge.
• Paris, A. H., & Paris, S. G. (2003). Assessing narrative comprehension in young children. Reading Research Quarterly, 38, 36-76.
• Paris, A., & Paris, S. G. (2007). Teaching narrative comprehension strategies to first graders. Cognition and Instruction, 25(1), 1-44.
• Paris, S. G., Wasik, B. A., & Turner, J. C. (1991).The development of strategic readers. In R. R. Barr, M. L. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), The handbook of reading research (Vol. 2, pp. 609-640). New York: Longman.
• Pearson, P. D. (2009). The roots of reading comprehension instruction. In S.E. Is- rael & G. G. Duffy (Eds.), Handbook of research on reading comprehension (pp. 3- 31). New York: Routledge.
• Pearson, P. D., & Duke, N. K. (2002). Comprehension instruction in the primary grades. In C. C. Block & G. M. Pressley (Eds.), Comprehension instruction: Re- search-based best practices (pp. 247-258). New York: Guilford Press.
• Pearson, P. D., & Gallagher, M. (1983).The instruction of reading comprehension. Contemporary Educational Psychology, 8, 317-344
• Ponitz, C. C., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Mor- rison, F. J. (2008). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Early Childhood Research Quarterly, 23, 141-158.
• Pressley, M., & Block, C. C. (2002). Summing up: What comprehension instruc- tion could be? In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 383-392). New York: Guilford Press.
• Rosenshine, B., & Stevenes, R. (1986). Teaching functions. In M.C. Wittrock (Ed.), Handbook of Research on teaching (pp. 376-391). New York: MacMillan.
• Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66, 181-221.
• Ruplay, W. H., Blair, T. R., & Nichols, W. D. (2009). Effective reading instruction for struggling readers: The Role of Direct/explicit Teaching. Reading & Quar- terly, 25(2), 125-138.
• Sesma, H. W., Mahone, E. M., Levine, T., Eason, S. H., & Cutting, L. E. (2009). The contribution of executive skills to reading comprehension. Child Neu- ropsychology, 15, 232-246.
• Smith L. E., Borkowski J. G., & Whitman T. L. (2008). From reading readiness to reading competence: The role of self-regulation in at-risk children. Scientific Studies of Reading, 12, 131-152.
• Strasser, K., & Lissi, M. R. (2009). Home and instruction effects on emergent lit- eracy in a sample of Chilean kindergarten children. Scientific Studies of Read- ing. 13, 175-204.
• Taylor, B. M., Peterson, D. S., Pearson, P. D., & Rodriguez, M. C. (2002). Look- ing inside classrooms: Reflecting on the “how” as well as the “what” in effec- tive reading instruction. The Reading Teacher, 56(3), 270-279
• van den Broek, P., Kendeou, P., Kremer, K., Lynch, J., Butler, J., White, M. J., & Lorch, E. P. (2005). Assessment of comprehension abilities in young children. In S. G. Paris & S. A. Stahl (Eds.), Current issues in reading comprehension and assessment, (pp. 107-130). Mahwah: Erlbaum.
• Veenman, M. V. J., & Spaans, M. A. (2005). Relation between intellectual and metacognitive skills: Age and task differences. Learning and Individual Differ- ences, 15, 159-176.
• Vygotsky, L. S. (1978). Mind in society. The development of higher psychological processes. Cambridge: Harvard University Press.
• Welsh, J. A., Nix, R. L., Blair, C., Bierman, K. L., & Nelson, K. E. (2010). The development of Cognitive skills and gains in academic school readiness for children from low income families. Journal of Educational Psychology, 102, 43-53.
• Whitebread, D., & Basilio, M. (2012). Emergencia y desarrollo temprano de la autorregulación en niños preescolares. Revista Profesorado, 16(1), 1-34.
• Winne, P. H., Graham, L., & Prock, L. (1993). A model of poor readers text-based inferencing: Effects of explanatory feedback. Reading Research Quarterly. 28(1), 52-66.