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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 5 of 5 1 A metric of children’s inference-making difficulty during language comprehension ... 43rd Annual Meeting of the Cognitive Science Society 2021; Harsch, Rina; Kendeou, Panayiota. - : Underline Science Inc., 2021 BASE Show details 2 How the Reading for Understanding Initiative’s Research Complicates the Simple View of Reading Invoked in the Science of Reading Pearson, P. David; Afflerbach, Peter; Fitzgerald, Miranda S.. - : National Academy of Education, 2020. : Wiley Periodicals, Inc., 2020 BASE Show details 3 Examining My-Side Bias During and After Reading Controversial Historical Accounts Iordanou, Kalypso; Kendeou, Panayiota; Zembylas, Michalinos. - : Springer, 2020 BASE Show details 4 Making the right connections: Differential effects of reading intervention for subgroups of comprehenders McMaster, Kristen L.; Van den Broek, Paul; Espin, Christine A.. - : Elsevier, 2012 BASE Show details 5 Adults' and children's monitoring of story events in the service of comprehension Bohn-Gettler, Catherine M.; Rapp, David N.; Van den Broek, Paul; Kendeou, Panayiota; White, Mary Jane In: NLM (2011) Abstract: Click on the DOI link below to access the article (may not be free). ; When reading narratives, adults monitor shifts in time, space, characters, goals, and causation. Shifts in any of these dimensions affect both moment-by-moment reading and memory organization. The extant developmental literature suggests that middle school children have relatively sophisticated understandings of each of these dimensions but does not indicate whether they spontaneously monitor these dimensions during reading experiences. In four experiments, we examined the processing of event shifts by adults and children, using both an explicit verb-clustering task and a reading time task. The results indicate that middle school children's and adults' post-reading memory is organized using these dimensions but that children do not monitor dimensions during moment-by-moment reading in the same manner as adults. These differences were not a function of differentially difficult texts for children and adults, or between-group differences. The findings have implications for models of adult and child text processing and for understanding children's developing narrative comprehension. ; NICHD NIH HHS Keyword: Extramural; N.I.H.; Non-U.S. Gov't; Research Support URL: http://hdl.handle.net/10057/4465 https://doi.org/10.3758/s13421-011-0085-0 BASE Hide details

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