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Direct linkBraasch, Jason L. G.; Bråten, Ivar – Educational Psychologist, 2017
Despite the importance of source attention and evaluation for learning from texts, little is known about the particular conditions that encourage sourcing during reading. In this article, basic assumptions of the discrepancy-induced source comprehension (D-ISC) model are presented, which describes the moment-by-moment cognitive processes that…
Descriptors: Reading Processes, Cognitive Processes, Models, Text Structure
Peer reviewedTherriault, David J.; Raney, Gary E. – Scientific Studies of Reading, 2002
Suggests that (1) readers store a substantial amount of text-sequencing information; (2) memory for text-sequencing information is strongly related to comprehension; (3) memory for place on the page is very weak; and (4) memory for place-on-the-page and text-sequencing information appear to be distinct. Indicates that text-sequence information is…
Descriptors: Higher Education, Memory, Reader Text Relationship, Reading Comprehension
