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Wassenburg, Stephanie I.; de Koning, Björn B.; Bos, Lisanne T.; van der Schoot, Menno – Educational Psychology, 2020
This study investigated whether presenting a picture before reading can encourage situation-model construction. We compared two conditions (n = 30) which differed in whether a picture of the initial situation described in a narrative text was presented before reading (i.e. pictorial-support condition) or not (i.e. no-picture condition).…
Descriptors: Pictorial Stimuli, Reading Comprehension, Eye Movements, Scaffolding (Teaching Technique)
van der Schoot, Menno; Horsley, Tako M.; van Lieshout, Ernest C. D. M. – Educational Psychology, 2010
This study examined whether the formation of a situation model can be encouraged by a situation-focused instruction in primary school children. To achieve this, the standard reading-for-comprehension instruction was adapted so that it would emphasise the importance of imagination in narrative text comprehension. The results showed that the…
Descriptors: Reading Comprehension, Eye Movements, Inferences, Primary Education
Janssen, Tanja; Braaksma, Martine; Rijlaarsdam, Gert – European Journal of Psychology of Education, 2006
In this study we examined how good and weak students of literature interact with short literary stories. We focused on differences in the use of cognitive and affective reading activities, and in the extent to which good and weak students adapt their activities to (parts of) the story they are reading. 19 Dutch tenth-grade students from 8 classes…
Descriptors: Statistical Analysis, Grade 10, Literature, Secondary Education