6. Referencias

Aboud, K. S., Bailey, S. K.,Petrill, S. A. y Cutting, L. E. (2016). Comprehending text ver­sus reading words in young readers with varying reading ability: Distinct patterns of functional connectivity from common processing hubs.Developmental Science, 19, 632–656. https://doi.org/10.1111/desc.12422

Andrade-Lotero, A. (2012). Teoría de la carga cognitiva, diseño multimedia y aprendizaje: un estado del arte. Magis Revista Internacional de Investigación en Educación, 5 (10), 75-92.

Baddeley, A. (2000). The episodic buffer: A new component of working memory? Trends in Cognitive Sciences, 4, 417–423. https://doi.org/10.1016/S1364-6613(00)01538-2 

Baddeley, A. (2003). Working memory and language: An overview. Journal of communication disorders ,36 (3), 189-208. https://doi.org/10.1016/S0021-9924(03)00019-4

Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge: Cambridge University Press.

Britton, B.K. y Gulgoz, S. (1991). Using Kintsch's computational model to improve instructional text: Effects of repairing inference calls on recall and cognitive structures. Journal of Educational Psychology, 83, 329-404.

Butterfuss, R. y Kendeou, P. (2018). The role of executive functions in reading compre­hension. Educational Psychology Review, 30, 801-826. https://doi.org/10.1007/s10648-017-9422-6

Butterfuss, R., Kim, J. y Kendeou, P. (2020). Reading Comprehension. Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/ 10.1093/acrefore/9780190264093.013.865

Graesser, A. C. (2007). An introduction to strategic reading comprehension. En D. S. McNamara (Ed.), Reading comprehension strategies: Theories, interventions, and technologies (pp. 3-26). Psychology Press.

Graesser, A. C., Singer, M. y Trabasso, T. (1994). Constructing inferences during narrative text comprehension. Psychological Review, 101, 371-395. https://doi.org/10.1037/0033-295X.101.3.371

Graesser, A. C., Millis, K. K. y Zwaan, R. A. (1997). Discourse comprehension. Annual Review of Psychology, 48, 163-189. https://doi.org/10.1146/annurev.psych.48.1.163

Hoover, W. A. y Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127–160. https://doi.org/10.1007/BF00401799

Kendeou, P., McMaster, K. L. y Christ, T. J. (2016). Reading comprehension: Core components and processes.Policy Insights from the Behavioral and Brain Sciences, 3, 62–69.

Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95(2), 163–182. https://doi.org/10.1037/0033-295X.95.2.163

Kintsch, W. (1998).Comprehension: A paradigm for cognition. Cambridge university press.

Kim, Y. S. G. (2017). Why the simple view of reading is not simplistic: Unpacking component skills of reading using a direct and indirect effect model of reading (DIER). Scientific Studies of Reading 21, 310-333. https://doi.org/10.1080/10888438.2017.1291643

Linderholm, T., Virtue, S., Tzeng, Y. y Van den Broek, P. (2004). Fluctuations in the availability of information during reading: Capturing cognitive processes using the landscape model. Discourse Processes, 37, 165-186. https://doi.org/10.1207/s15326950dp3702_5

McCrudden, M. T., Magliano, J. P. y Schraw, G. (2010). Exploring how relevance instructions affect personal reading intentions, reading goals and text processing: A mixed methods study. Contemporary Educational Psychology, 35, 229-241. https://doi.org/10.1016/j.cedpsych.2009.12.001

McNamara, D.S. (2001). Reading both high and low coherence texts: Effects of text sequence and prior knowledge. Canadian Journal of Experimental Psychology, 55, 51-62.

McNamara, D. S. y Magliano, J. (2009). Toward a comprehensive model of comprehension. En B. H. Ross (Ed.), Psychology of learning and motivation, 51, 297-384. https://doi.org/10.1016/S0079-7421(09)51009-2

McNamara, D. S., Kintsch, E., Songer, N. B. y Kintsch, W. (1996). Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text. Cognition and Instruction, 14(1), 1-43.https://doi.org/10.1207/s1532690xci1401_1

Potocki, A., Sanchez, M., Ecalle, J. y Magnan, A. (2017). Linguistic and cognitive profiles of 8-to 15-year-old children with specific reading comprehension difficulties: The role of executive functions. Journal of Learning Disabilities, 50, 128-142. https://doi.org/10.1177/0022219415613080

Rouet, J. F. y Britt, M. A. (2011). Relevance processes in multiple document comprehension. En M. T. McCrudden, J. P. Magliano y G. Schraw (Eds.), Text relevance and learning from text (pp. 19-52). IAP.

Rouet, J. F., Britt, M. A. y Durik, A. M. (2017). RESOLV: Readers' representation of reading contexts and tasks. Educational Psychologist 52, 200-215. https://doi.org/10.1080/00461520.2017.1329015

Singer, M., Graesser, A. C. y Trabasso, T. (1994). Minimal or global inference during reading. Journal of Memory and Language 33, 421-441. https://doi.org/10.1006/jmla.1994.1020

Smith, R., Snow, P., Serry, T. y Hammond, L. (2021). The role of background knowledge in reading comprehension: A critical review. Reading Psychology 42, 214-240. 10.1080/02702711.2021.1888348

Snow, C. E. (2002). Reading for understanding: Toward a research and development program in reading comprehension . RAND Education.

Stein, N. L. y Trabasso, T. (1985). The search after meaning: Comprehension and comprehension monitoring. En F. J. Morrison, C. Lord y D. Keating (Eds.), Applied developmental psychology Vol 2., pp. 33-58). Academic Press.

van den Broek, P. (2010). Using texts in science education: Cognitive processes and knowledge representation. Science , 328, 453-456. https://doi.org/10.1126/science.1182594

van den Broek, P., Fletcher, C. R. y Risden, K. (1993). Investigations of inferential processes in reading: A theoretical and methodological integration. Discourse Processes, 16, 169-189. https://doi.org/10.1080/01638539309544835

van den Broek, P. y Helder, A. (2017). Cognitive processes in discourse comprehension: Passive processes, reader-initiated processes, and evolving mental representations. Discourse Processes , 54, 360-372. https://doi.org/10.1080/0163853X.2017.1306677

van den Broek, P., Helder, A. y Van Leijenhorst, L. (2013). Sensitivity to structural centrality: Developmental and individual differences in reading comprehension skills. En M. A. Britt, S. R. Goldman y J. F. Rouet(Eds.), Reading: From words to multiple texts (pp. 132-146). New York, NY: Routledge.

van den Broek, P., Young, M., Tzeng, Y. y Linderholm, T. (1999). The landscape model of reading: Inferences and the online construction of a memory representation. En H. van Oostendorp y S.R. Goldman (Eds.), The construction of mental representations during reading (pp. 71-98). Mahwah, NJ: Erlbaum.

Van Dijk, T. A. y Kintsch, W. (1983). Strategies of discourse comprehension. Academic Press.