We Ask Students What they Understand, Not How they Understand: Making Reasoning Comprehension Processes Visible and Explicit.
This paper pushes beyond current debates over what is being called the science of reading to articulate a multidimensional complex conception of what is entailed in reading comprehension. Reading comprehension entails not only cognitive processes, but equally important is how issues of identity alon...
| Publicado en: | Reading Teacher Vol. 77; no. 3; pp. 371 - 383 |
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| Formato: | Artículo |
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Wiley-Blackwell
Nov/Dec2023
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| Acceso en línea: | Ver este registro en EBSCOhost |