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題名:An Investigation of Undergraduates' Comprehension Monitoring Knowledge and Strategy in EFL Reading
書刊名:科技學刊. 人文社會類
作者:楊育芬 引用關係
作者(外文):Yang, Yu-fen
出版日期:2006
卷期:15:1
頁次:頁67-82
主題關鍵詞:閱讀挫折閱讀理解監控知識閱讀理解監控策略補救措施自我管理Reading failureComprehension monitoring knowledgeComprehension monitoring strategyRemedial actionSelf-management
原始連結:連回原系統網址new window
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  • 共同引用共同引用:0
  • 點閱點閱:67
期刊論文
1.Block, E. L.(1982)。See how they read: Comprehension monitoring of L1 and L2 readers。TESOL Quarterly,26(2),319-343。  new window
2.Craig, M. T.、Yore, L. D.(1995)。Middle school students' metacognitive knowledge about science reading and science text: An interview study。Reading Psychology,16,169-213。  new window
3.Ehrlich, M. F.、Remond, M.、Tardieu, H.(1999)。Processing of anaphoric devices in young skilled and less skilled comprehenders: Differences in metacognitive monitoring。Reading and Writing: An Interdisciplinary Journal,11(1),29-63。  new window
4.Hammouri, H. A. M.(2003)。An investigation of undergraduates' transformational problem solving strategies: cognitive/metacognitive processes as predictors of holistic/analytic strategies。Assessment and Evaluation in Higher Education,28(6),571-586。  new window
5.Horiba, Y.(2000)。Reader control in reading: effects of language competence, text type, and task。Discourse Processes,29(3),223-267。  new window
6.Jacobs, J. E.、Paris, S. G.(2003)。Children's metacognition about reading: Issues in definition, measurement, and instruction。Educational Psychologist,22,255-278。  new window
7.Peverly, S. T.、Brobst, K. E.、Morris, K. S.(2002)。The contribution of reading comprehension ability and meta-cognitive control to the development of studying in adolescence。Journal of Research in Reading,25(2),203-216。  new window
8.Yang, Y. F.、Kuo, H. H.(2003)。Influences of lexical processing on reading。Reading Psychology,24(1),87-103。  new window
9.Yang, Y. F.(2002)。Reassessing readers'€™ comprehension monitoring。Reading in a Foreign Language,14(1),18-42。  new window
10.Zinar, S.(2000)。The relative contribution of word identification skill and comprehension-monitoring behavior to reading comprehension ability。Contemporary Educational Psychology,25(4),363-377。  new window
11.Joseph, N.(2003)。Metacognition in the classroom: examining theory and practice。Pedagogy,3(1),109-114。  new window
12.Sperling, R. A.、Howard, B. C.、Staley, R.、DuBois, N.(2004)。Metacognition and self-regulated learning constructs。Educational Research and Evaluation,10(2),117-139。  new window
會議論文
1.Yang, Y. F.(2002)。Developing Vocabulary Size and Analysis Test for Identifying TVES College Students'Reading Level。The Nineteenth International Conference on English Teaching and Learning in the Republic of China。Taipei:Crane Publishing Co., Ltd.。489-500。  new window
研究報告
1.Collins, A.、Smith, E. E.。Teaching the process of reading comprehension。Urbana-Champaign:Center for the Study of Reading, University of Illinois。  new window
圖書
1.Anderson, J. R.(2000)。Cognitive psychology and its implications。Worth Publishers and W. H. Freeman。  new window
2.Gagné, Ellen D.、Yekovich, Carol Walker、Yekovich, Frank R.(1993)。The Cognitive Psychology of School Learning。HarperCollins College Publishers。  new window
3.Irwin, J. W.(1991)。Teaching Reading Comprehension Process。MA:Allyn and Bacon。  new window
4.Garner, Ruth C.(1987)。Metacognition and reading comprehension。Norwood, New Jersey:Ablex。  new window
圖書論文
1.Perfett, C. A.、Marron, A. M.、Foltz, P. W.(1996)。Source of comprehension failure: Theoretical perspectives and case studies。Reading comprehension difficulties-Processes and intervention。Hillsdale, N. J.:Lawrence Erlbaum Associates。  new window
2.Paris, S. G.、Lipson, M. Y.、Wixson, K. K.(1994)。Becoming a strategic reader。Theoretical models and processes of reading。Newark, DE:International Reading Association。  new window
3.Garner, R. M.(1994)。Metacognition and executive control。Theoretical Models and Processes of Reading。International Reading Association, Inc。  new window
4.Brown, A. L.(1975)。The development of memory: Knowing, knowing about knowing, and knowing how to know。Advances in child development and behavior。New York:Academic Press。  new window
 
 
 
 
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