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标题：Desenvolvimento da compreensão de leitura: o papel decisivo da instrução focada nas diferenças individuais
其他标题：Desenvolvimento da compreensão de leitura: o papel decisivo da instrução focada nas diferenças individuais
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作者：Helena Vellinho Corso ; Évelin Assis ; Débora Mayer Nunes 等
期刊名称：Letras de Hoje
印刷版ISSN：0101-3335
电子版ISSN：1984-7726
出版年度：2019
卷号：54
期号：2
页码：211-220
DOI：10.15448/1984-7726.2019.2.32445
出版社：Faculdade de Letras, Pontifícia Universidade Católica do Rio Grande do Sul
摘要：Models of proficient reading comprehension did not explain skill development. Connor’s model of the development of reading comprehension (CONNOR, 2016a), based on consistent empirical findings, brings together elements from previous models and, within the framework of the bioecological paradigm of child development, includes the social aspects of cognition and the instructional factor. In the present theoretical work we aim to detail Connor’s lattice model and the empirical studies that support it in order to: (1) highlight the theoretical advance that it represents in the understanding of the skill, by tracing a brief history of the models of reading comprehension; and (2) emphasize the clear educational implication: instruction is key to skill development, and will be effective to the extent that it is compatible with the learner’s linguistic and sociocognitive skills, that is, with individual differences, which implicates some degree of individualized instruction..
关键词：Models of reading comprehension;Development of reading comprehension;Instruction;Children development;Cognitive psychology.;Modelos de comprensión de lectura;Desarrollo de la comprensión de la lectura;La educación;Desarrollo infantil;Psicología cognitiva.;Modelos de compreensão de leitura;Desenvolvimento da compreensão de leitura;Instrução;Desenvolvimento infantil;Psicologia cognitiva.