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dc.contributor.authorGil del Pino, Carmen
dc.contributor.authorLlorent García, Vicente J.
dc.contributor.authorVaro Millán, Juan Carlos
dc.date.accessioned2017-08-29T10:17:08Z
dc.date.available2017-08-29T10:17:08Z
dc.date.issued2013
dc.identifier.urihttp://hdl.handle.net/10396/14995
dc.description.abstractIn this paper we try to assess whether there are differences in a group when their members try to remember the content of a text, and if this fact affects the learning levels through an experimental methodology with a design of two groups only with posttest to assess the readers’ free recall after reading a text. We found firstly interindividual and intergroup differences in recall of textual material. And secondly text comprehension and therefore the memory of the reading depend largely on reader's inferences. In this paper we propose a specific intervention in order to prepare students for a better understanding of the text read, using a simple methodology to apply with materials easy to prepare.es_ES
dc.format.mimetypeapplication/pdfes_ES
dc.language.isoenges_ES
dc.publisherCanadian Center of Science and Educationes_ES
dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0/es_ES
dc.sourceInternational Education Studies 6 (12), 15-24 (2013)es_ES
dc.subjectRecalles_ES
dc.subjectReading comprehensiones_ES
dc.subjectLearninges_ES
dc.subjectEducationes_ES
dc.titleStudy of Recall in Reading Skill with Relationship of Prior Knowledge–Researching Significative Intergrupal Differencieses_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.relation.publisherversionhttp://dx.doi.org/10.5539/ies.v6n12p15es_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES


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