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[9] Nation K, Snowling M J. Semantic processing and the development of word recognition skills: evidence from children with reading comprehension difficulties. Journal of memory and language , 1998, 39: 85~101
[10] 迟毓凯，莫雷. 课文表征研究新进展：从命题表征到情境模型. 心理学动态，2001，9(1)：25~30
[11] Anderson R C, Freebody P. Vocabulary knowledge. In Guthrie J, Comprehension and teaching: research reviews. Newark, DE: International reading association, 1981
[12] Stahl S A, Fairbanks M.M. The effects of vocabulary instruction: A model-based meta-analysis. Review of educational research, 1986, 56: 72~110
[13] Oakhill J V, Cain K, Bryant P E. The dissociation of word reading and text comprehension: evidence from components skills. Language and cognitive processes, 2003, 18(4): 443~468
[14] Cain K, Oakhill J V. Inference making ability and its relation to comprehension failure. Reading and writing, 1999, 11: 489~503
[15] Oakhill J. Childrens difficulties in reading comprehension. Educational psychology review, 1993, 5: 1~15
[16] Cain K, Oakhill J V, Barnes M A, Bryant P E. Comprehension skill, inference-making ability, and their relation to knowledge. Memory and Cognition, 2001, 29(6): 850~859
[17] Oakhill J V. Inferential and memory skills in children,s comprehension of stories. British journal of educational psychology, 1984, 54: 31~39.
[18] Cain K, Oakhill J V, Elbro C. The ability to learn new word meadings from context by school-age children with and without language comprehension difficulties. Journal child language, 2003, 30: 681~694
[19] Barnes M A, Faulkner H J, Dennis M. Poor reading comprehension despite fast word decoding in children with hydrocephalus. Brain and Language, 2001, 76: 35~44
[20] Titone D, Wingfield A, Caplan D, Waters G, Prentice K. Memory and encoding of spoken discourse following right hemisphere damage: Evidence from the auditory moving window(AMW)technique. Brain and Language, 2001, 77: 10~24
[21] 张清芳，朱滢. 工作记忆和推理. 心理学动态，2000，8(1)：12~17
[22] Oakhill J, Yuill N, Parkin A. On the nature of the differences between skilled and less skilled comprehenders. Journal of research in reading, 1986, 9: 80~91
[23] Stothard S E, Hulme C. Reading comprehension difficulties in children: The role of language comprehension and working memory skills. Reading and writing, 1992, 4: 245~256
[24] Yuill N, Oakhill J V, Parkin A. Working memory, comprehension ability and the resolution of text anomaly. British Journal of Psychology, 1989, 80: 351~361
[25] Swanson H L, Berninger V. The role of working memory in skilled and less skilled readers comprehension. Intelligence, 1995, 21: 83~108
[26] Kate N, John W A, Snowling M J. Working memory deficits in poor comprehenders reflect underlying language impairments. Journal of experimental child psychology, 1999, 73: 139~158
[27] Blanc N, Tapiero I. Updating spatial situation models: Effects of prior knowledge and task. Discourse Processes, 2001, 31: 241~262
[28] Barbara C, Cesare C, Rossana D. Updating in working memory: A comparison of good and poor comprehenders. Journall of Experimental Child Psychology, 2005, 91: 45~66
[29] Susan Z. The relative contributions of word identification skill and comprehension-monitoring behavior to reading comprehension ability. Contemporary educational psychology, 2000, 25: 363~377
[30] Yuill N, Oakhill J V. Childrens problems in text comprehension. Cambridge, UK: Cambridge University press, 1991
[31] Maniotes L K.Perceptions of reading of children with comprehension difficulties. Proquest education Journals, 2001: 137~147
[32] 杨双，刘翔平.文章标记对阅读理解困难学生信息保持的促进研究. 心理发展与教育，2004，20(4)：56~60
[ 上 页 ]
(杨 双 刘翔平 王 斌)
[10] 迟毓凯，莫雷. 课文表征研究新进展：从命题表征到情境模型. 心理学动态，2001，9(1)：25~30
[11] Anderson R C, Freebody P. Vocabulary knowledge. In Guthrie J, Comprehension and teaching: research reviews. Newark, DE: International reading association, 1981
[12] Stahl S A, Fairbanks M.M. The effects of vocabulary instruction: A model-based meta-analysis. Review of educational research, 1986, 56: 72~110
[13] Oakhill J V, Cain K, Bryant P E. The dissociation of word reading and text comprehension: evidence from components skills. Language and cognitive processes, 2003, 18(4): 443~468
[14] Cain K, Oakhill J V. Inference making ability and its relation to comprehension failure. Reading and writing, 1999, 11: 489~503
[15] Oakhill J. Childrens difficulties in reading comprehension. Educational psychology review, 1993, 5: 1~15
[16] Cain K, Oakhill J V, Barnes M A, Bryant P E. Comprehension skill, inference-making ability, and their relation to knowledge. Memory and Cognition, 2001, 29(6): 850~859
[17] Oakhill J V. Inferential and memory skills in children,s comprehension of stories. British journal of educational psychology, 1984, 54: 31~39.
[18] Cain K, Oakhill J V, Elbro C. The ability to learn new word meadings from context by school-age children with and without language comprehension difficulties. Journal child language, 2003, 30: 681~694
[19] Barnes M A, Faulkner H J, Dennis M. Poor reading comprehension despite fast word decoding in children with hydrocephalus. Brain and Language, 2001, 76: 35~44
[20] Titone D, Wingfield A, Caplan D, Waters G, Prentice K. Memory and encoding of spoken discourse following right hemisphere damage: Evidence from the auditory moving window(AMW)technique. Brain and Language, 2001, 77: 10~24
[21] 张清芳，朱滢. 工作记忆和推理. 心理学动态，2000，8(1)：12~17
[22] Oakhill J, Yuill N, Parkin A. On the nature of the differences between skilled and less skilled comprehenders. Journal of research in reading, 1986, 9: 80~91
[23] Stothard S E, Hulme C. Reading comprehension difficulties in children: The role of language comprehension and working memory skills. Reading and writing, 1992, 4: 245~256
[24] Yuill N, Oakhill J V, Parkin A. Working memory, comprehension ability and the resolution of text anomaly. British Journal of Psychology, 1989, 80: 351~361
[25] Swanson H L, Berninger V. The role of working memory in skilled and less skilled readers comprehension. Intelligence, 1995, 21: 83~108
[26] Kate N, John W A, Snowling M J. Working memory deficits in poor comprehenders reflect underlying language impairments. Journal of experimental child psychology, 1999, 73: 139~158
[27] Blanc N, Tapiero I. Updating spatial situation models: Effects of prior knowledge and task. Discourse Processes, 2001, 31: 241~262
[28] Barbara C, Cesare C, Rossana D. Updating in working memory: A comparison of good and poor comprehenders. Journall of Experimental Child Psychology, 2005, 91: 45~66
[29] Susan Z. The relative contributions of word identification skill and comprehension-monitoring behavior to reading comprehension ability. Contemporary educational psychology, 2000, 25: 363~377
[30] Yuill N, Oakhill J V. Childrens problems in text comprehension. Cambridge, UK: Cambridge University press, 1991
[31] Maniotes L K.Perceptions of reading of children with comprehension difficulties. Proquest education Journals, 2001: 137~147
[32] 杨双，刘翔平.文章标记对阅读理解困难学生信息保持的促进研究. 心理发展与教育，2004，20(4)：56~60
[ 上 页 ]
(杨 双 刘翔平 王 斌)