المؤلفون: Rodríguez Cintrón, Rosany

المساهمون: University/Department: Universitat Politècnica de Catalunya. Departament de Projectes d'Enginyeria

مرشدي الرسالة: Arzamendi Sáez de Ibarra, Jesús

المصدر: TDX (Tesis Doctorals en Xarxa)

مصطلحات موضوعية: Nivel de comprensión lectora, Nivel de representación mental, Modelo construcción-integración de Kintsch, Reading comprehension level, Level of mental representation, Constructionintegration model Kintsch, Àrees temàtiques de la UPC::Ensenyament i aprenentatge

وصف الملف: application/pdf

URL الوصول: http://hdl.handle.net/10803/385363

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المؤلفون: Süleyman Erkam Sulak, Firdevs Güneş

المصدر: International Electronic Journal of Elementary Education, Vol 10, Iss 2, Pp 265-271 (2017)

مصطلحات موضوعية: informative text, text structures, and to understand the topic (Dönmez &Yazıcı, 2006). Good readers have advanced strategies that they use to comprehend what they read (Vacca &Vacca, 2005).The demonstration of comprehension strategies by teachers and the teaching of these strategies as models or guides will enable students to learn and use them effectively. Students who successfully learn these strategies will be readers who are independent from their teachers (National Reading Panel [NRP], 2000). At the end of the provided reading trainings, it should be aimed to develop independent readers who can actively use comprehension strategies.Recently, reading researchers have been especially interested in comprehension trainings and developed various comprehension models. İnteractive and processual comprehension models, which are two of the comprehension models developed within the frame of constructivist approach, are commonly known and used (Güneş, 2007).Processual model is a comprehension model that was developed by Kintsch and Van Dijk (1978). In the related literature, the processual model has names such as situation, construction-integration and comprehension model. According to processual model, in order to understand a text, the information given in the text should be reconstructed in a systematic way. It works in accordance with the principle of creating mental representations in the process of understanding texts. In this model, comprehension processes including the process and mental construction of the information given in the text are explained. At the level of micro structures and macro structures, the information given in the text are chosen, ranked, and organized in accordance with the prior knowledge of the reader, structure of the texts, and the rank of importance. At the level of micro structures, construction of the meaning of a word, a clause, or a sentence is conducted. On the other hand, at the level of macro structures, the meaning of the paragraphs, significant parts, or the whole of the text is conducted. At the same time, organizational structure of the text (description, sequence, cause and effects etc.) is also a macro structure that makes the text easy to understand. Comprehension of the text occurs as a result of the association of the micro and macro structures and prior knowledge of the reader. As these processes are repeated, automatic comprehension skills of the students will improve. With its different aspect, this model is not a model in which only meaning units are generated. It is a model that includes components such as visual images and emotions along with personal experiences (Kintsch &Dijk, 1978, Kintsch, 2002, Kintsch &Kintsch, Reading comprehension, processual model, Theory and practice of education, LB5-3640

وصف الملف: electronic resource

Relation: https://www.iejee.com/index.php/IEJEE/article/view/338/312; https://doaj.org/toc/1307-9298

URL الوصول: https://doaj.org/article/89a9b7a8f67340078ea7be20ed47e19a

المؤلفون: Firdevs Güneş, Süleyman Erkam Sulak

المصدر: International Electronic Journal of Elementary Education, Vol 10, Iss 2, Pp 265-271 (2017)

مصطلحات موضوعية: the information given in the text should be reconstructed in a systematic way. It works in accordance with the principle of creating mental representations in the process of understanding texts. In this model, Turkish, construction-integration and comprehension model. According to processual model, and to understand the topic (Dönmez &Yazıcı, a clause, and organized in accordance with the prior knowledge of the reader, or the whole of the text is conducted. At the same time, are commonly known and used (Güneş, comprehension processes including the process and mental construction of the information given in the text are explained. At the level of micro structures and macro structures, Reading (process), cause and effects etc.) is also a macro structure that makes the text easy to understand. Comprehension of the text occurs as a result of the association of the micro and macro structures and prior knowledge of the reader. As these processes are repeated, Statistical analysis, media_common, significant parts, informative text, 05 social sciences, 2000). At the end of the provided reading trainings, 050301 education, processual model, or a sentence is conducted. On the other hand, Test (assessment), language, construction of the meaning of a word, Psychology, the processual model has names such as situation, Kintsch, Kintsch &Kintsch, 050104 developmental & child psychology, the information given in the text are chosen, 2007).Processual model is a comprehension model that was developed by Kintsch and Van Dijk (1978). In the related literature, media_common.quotation_subject, this model is not a model in which only meaning units are generated. It is a model that includes components such as visual images and emotions along with personal experiences (Kintsch &Dijk, reading researchers have been especially interested in comprehension trainings and developed various comprehension models. İnteractive and processual comprehension models, the meaning of the paragraphs, 2005).The demonstration of comprehension strategies by teachers and the teaching of these strategies as models or guides will enable students to learn and use them effectively. Students who successfully learn these strategies will be readers who are independent from their teachers (National Reading Panel [NRP], lcsh:LB5-3640, Education, automatic comprehension skills of the students will improve. With its different aspect, Mathematics education, 2006). Good readers have advanced strategies that they use to comprehend what they read (Vacca &Vacca, at the level of macro structures, 0501 psychology and cognitive sciences, which are two of the comprehension models developed within the frame of constructivist approach, structure of the texts, Curriculum, Data collection, Experimental model, in order to understand a text, it should be aimed to develop independent readers who can actively use comprehension strategies.Recently, Reading comprehension, sequence, language.human_language, text structures, organizational structure of the text (description, lcsh:Theory and practice of education, and the rank of importance. At the level of micro structures, 0503 education, ranked

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6d5be1e927295c5731f1040714d89216
https://www.iejee.com/index.php/IEJEE/article/view/338/312

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المؤلفون: Guida, Alessandro, Tardieu, H., Nicolas, S.

المساهمون: Centre de Recherches en Psychologie Cognition et Communication (CRPCC EA 1285), Université de Bretagne Sud (UBS)-Université de Brest (UBO)-MEN : EA1285-Université de Rennes 2 (UR2), Université de Rennes (UNIV-RENNES)-Université de Rennes (UNIV-RENNES), Institut de Biologie du Développement de Marseille (IBDM), Aix Marseille Université (AMU)-Centre National de la Recherche Scientifique (CNRS)

المصدر: Annee Psychologique
Annee Psychologique, Centre Henri Pieron/Armand Colin, 2009, pp.83-122
L'Année psychologique
L'Année psychologique, 2009, 109, pp.83-122

مصطلحات موضوعية: concurrence, [SHS.PSY]Humanities and Social Sciences/Psychology, Emergence, bilan, théorie d'Ericsson et Kintsch, ComputingMilieux_MISCELLANEOUS

URL الوصول: https://explore.openaire.eu/search/publication?articleId=dedup_wf_001::1804c92e0c6fa992d5f2d0ca5bcd0dd9
https://halshs.archives-ouvertes.fr/halshs-00624111

المؤلفون: María Luisa Fernández

المساهمون: Piacente, Telma, Piacente, Irma Telma

المصدر: Memoria académica
SEDICI (UNLP)
Universidad Nacional de La Plata
instacron:UNLP
Memoria Académica (UNLP-FAHCE)
Universidad Nacional de La Plata. Facultad Humanidades y Ciencias de la Educación
instacron:UNLP-FAHCE

مصطلحات موضوعية: Lingüística, Texto, Van Dijk, Teun A, Comprensión, Humanidades, Distribution of information, Comprensión lectora, Reading comprehension, Modelo transaccional, Distribución de la información, Conocimientos previos, Modelo de situación, Transactional model, Investigación lingüística, comprensión lectora, conocimientos previos, distribución de la información, modelo transaccional, modelo de situación, Previous knowledge, Kintsch, Walter, Situational model, Información, Lectura, Rosenblatt, L.M, Letras

وصف الملف: application/pdf; text/html

URL الوصول: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::bfd6c2a96b7b0b4f543802d489b471ed
http://sedici.unlp.edu.ar/handle/10915/3074

المؤلفون: Cowan, Nelson, author

المصدر: Attention and Memory : An Integrated Framework, 1998, ill.

الإتاحة: https://doi.org/10.1093/acprof:oso/9780195119107.003.0004

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