Training Inference Making Skills Using a Situation Model Approach Improves Reading Comprehension.

Bos, Lisanne T; De Koning, Bjorn B; Wassenburg, Stephanie I; van der Schoot, Menno

Bos, Lisanne T; De Koning, Bjorn B; Wassenburg, Stephanie I; van der Schoot, Menno.

Afiliación

Bos LT; Department of Pedagogical and Educational Sciences, Section of Educational Neuroscience, Faculty of Behavioral and Movement Sciences & LEARN! Institute, Vrije Universiteit Amsterdam Amsterdam, Netherlands.
De Koning BB; Department of Pedagogical and Educational Sciences, Section of Educational Neuroscience, Faculty of Behavioral and Movement Sciences & LEARN! Institute, Vrije Universiteit Amsterdam Amsterdam, Netherlands.
Wassenburg SI; Department of Pedagogical and Educational Sciences, Section of Educational Neuroscience, Faculty of Behavioral and Movement Sciences & LEARN! Institute, Vrije Universiteit Amsterdam Amsterdam, Netherlands.
van der Schoot M; Department of Pedagogical and Educational Sciences, Section of Educational Neuroscience, Faculty of Behavioral and Movement Sciences & LEARN! Institute, Vrije Universiteit Amsterdam Amsterdam, Netherlands.

Front Psychol ; 7: 116, 2016.

Article en En | MEDLINE | ID: mdl-26913014

Palabras clave

inference making; intervention studies; primary school children; reading comprehension; situation model

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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Idioma: En Revista: Front Psychol Año: 2016 Tipo del documento: Article País de afiliación: Países Bajos Pais de publicación: Suiza

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