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Peer reviewedRubman, Claire N.; Waters, Harriet Salatas – Journal of Educational Psychology, 2000
Using a comprehension-monitoring model, 192 skilled and less skilled readers from 3rd and 6th grade read stories containing inconsistent information. Half of the students constructed a storyboard representation of the stories and half only read the text. Results reveal that storyboard construction enhanced the integration of text propositions and…
Descriptors: Class Activities, Cognitive Processes, Elementary Education, Grade 3
