Referencias

• Beringer, J. (1999). Experimental Run Time System (ERTS) Versión 3.28. Frankfurt: BeriSoft.
   Google Scholar
• Bransford, J. D., Barclay, J. R. & Franks, J. J. (1972). Sentence memory: a constructive versus interpretative approach. Cognitive Psychology, 3, 193- 209.
   PubMedGoogle Scholar
• Cain, K. & Oakhill, J. (1998). Comprehension Skill and inference making ability: Issues of causality. En C. Hulme & R. M. Joshi (Eds.), Reading and Spelling: Development and disorders (pp. 329–342). Mahwah, NJ: LEA.
   Google Scholar
• Cain, K., Oakhill, J. V. & Bryant, P. E. (2000). Investigating the causes of reading comprehension failure: the comprehension-age match design. Reading and Writing, 12, 31–40.
   Web of Science ®Google Scholar
• Cain, K., Oakhill, J. & Bryant, P. E. (2004). Children's reading comprehension ability: Concurrent prediction by working memory, verbal ability, and component skills. Journal of Educational Psychology, 96, 31–42.
   Web of Science ®Google Scholar
• Casteel, M. A. & Simpson, G. B. (1991). Textual coherence and the development of inferential generation skills. Journal of Research in Reading, 14, 116–129.
   Google Scholar
• Cataldo, M. G. & Oakhill, J. V. (2000). Why are poor comprehenders inefficient searchers? An investigation into the effects of text representation and spatial memory on ability to locate information in a text. Journal of Educational Psychology, 92, 791–799.
   Web of Science ®Google Scholar
• Cornoldi, C., De Beni, R. & Pazzaglia, F. (1996). Reading comprehension profiles. En C. Cornoldi & J. Oakhill, Editors, Reading comprehension difficulties: Processes and intervention (pp. 113–136). Nueva York: Academic Press.
   Google Scholar
• De Vega, M., Díaz, J. M. & León, I. (1997). To know or not to know: Comprehending protagonists' beliefs and their emotional consequences. Discourse Processes, 23, 169–192.
   Web of Science ®Google Scholar
• De Vega M., León I. & Díaz J. M. (1996). The Representation of Changing Emotions in Reading Comprehension. Cognition and Emotion, 10 (3), 303–322.
   Web of Science ®Google Scholar
• 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, 29–63.
   Web of Science ®Google Scholar
• Escudero, I. & León, J. A. (2007). Procesos inferenciales en la comprensión del discurso escrito: influencia de la estructura del texto en los procesos de comprensión. Rev. signos, 40 (64), 311–336.
   Google Scholar
• Gernsbacher, M. A., Goldsmith, H. H. & Robertson, R. R. (1992). Do readers mentally represent characters' emotional states? Cognition & Emotion, 6 (2), 89–111.
   PubMed Web of Science ®Google Scholar
• Gernsbacher, M. A., Hallada, B. M. & Robertson, R. R. (1998). How automatically do readers infer fictional characters' emotional states? Scientific Studies of Reading, 2, 271–300.
   PubMedGoogle Scholar
• Gernsbacher, M. A. & Robertson, R. W. (1992). Knowledge activation versus sentence mapping when representing fictional character's emotional states. Language and Cognitive Processes, 7, 353–371.
   PubMed Web of Science ®Google Scholar
• Graesser, A. C. & Klettke, B. (2001). Plot, agency, and a structural affect theory of literary short story comprehension. En S. Steen & D. Schram (Eds), Psychology and Sociology of Literature (pp. 57–70). Amsterdan: John Benjamins.
   Google Scholar
• Gutiérrez Calvo, M. (1999). Inferencias en la comprensión del lenguaje. En M. de Vega & F. Cuetos (Eds), Psicolinguistica del español (pp. 231–270). Madrid: Editorial Trotta.
   Google Scholar
• Gygax, P., Oakhill, J. V. & Garnham, A. (2003). The representation of characters' emotional responses: Do readers infer specific emotions? Cognition and Emotion, 17, 413–428.
   PubMed Web of Science ®Google Scholar
• Hacker, D. J. (1998). Self-regulated comprehension during normal reading. En D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 165–191). Mahwah, NJ: Erlbaum
   Google Scholar
• Harris, P. L. (1992). Children and Emotion. Londres: Basil Blackwell, Ltd. [Trad. cast. de C. González & E. León, Los niños y las emociones: El desarrollo de la comprensión psicológica. Madrid: Alianza Editorial, 1992]
   Google Scholar
• Leather, C. & Henry, L. (1994). Working memory span and phonological awareness as predictors of early reading ability. Journal of Experimental Child Psychology, 85, 88–111
   Google Scholar
• León, J. A. (1996). La Psicología cognitiva a través de la comprensión de textos. Revista de Psicología General y Aplicada, 49 (1), 13–25.
   Google Scholar
• León, J. A., Escudero, I. & Van DEN Broek, P. (2003). La influencia del género del texto en el establecimiento de inferencias elaborativas. En J. A. León (Ed.), Conocimiento y Discurso. Claves para inferir y comprender (pp. 153–170). Madrid: Editorial Pirámide.
   Google Scholar
• Long, D. L., Oppy, B. J. & Seely, M. R. (1997). Individual differences in readers' sentence- and text-level representations. Journal of Memory y Language, 36, 129–145.
   Web of Science ®Google Scholar
• Marmolejo, F. & Jiménez, A. T. (2006). Inferencias, modelos de situación y emociones en textos narrativos. El caso de los niños de edad preescolar. Revista Intercontinental de Psicología y Educación, 8 (2), 93–138.
   Google Scholar
• Miall, D. S. (1989). Beyond the schema given: Affective comprehension of literary narratives. Cognition and Emotion, 3, 55–78.
   Google Scholar
• Oakhill, J. V. (1982). Constructive processes in skilled and less skilled comprehenders' memory for sentences. British Journal of Psychology, 73, 13–20.
   PubMed Web of Science ®Google Scholar
• Oakhill, J. V. (1984). Inferential and memory skills in children's comprehension of stories. British Journal of Educational Psychology, 54, 31–39.
   Web of Science ®Google Scholar
• Oakhill, J. V. (1994). Individual differences in children's text comprehension. En M. A. Gernsbacher (Ed.), Handbook of Psycholinguistics (pp. 821–848). Nueva York: Academic Press
   Google Scholar
• Oakhill J. V. & Cain, K. E. (2000). Children's difficulties in text comprehension: Assessing Causal Issues. Journal of Deaf Studies and Deaf Education, 5, 51–59.
   PubMedGoogle Scholar
• Oakhill, J. V., Yuill, N. & Parkin, A. J. (1986). On the nature of the difference between skilled and less-skilled comprehenders. Journal of Research in Reading, 9, 80–91.
   Google Scholar
• Pons, F., Harris, P. & De Rosnay, M. (2000). La compréhension des émotions chez l'enfant. Psychoscope, 21 (9), 29–32
   Google Scholar
• Ramos, J. L. & Cuetos, F. (1999). PROLEC-SE: Evaluación de los procesos lectores en alumnos del tercer ciclo de primaria y toda la E.S.O. Madrid: TEA Ediciones.
   Google Scholar
• Ruffman, T., Slade, L. & Crowe, E. (2002). The relation between children's and mothers' mental state language and theory of mind understanding. Child Development, 73, 734–751.
   PubMed Web of Science ®Google Scholar
• Villanueva, L., Clemente, R. A. & Adrián, J. E. (2000). La comprensión infantil de las emociones secundarias y su relación con otros desarrollos sociocognitivos. Revista Electrónica de Motivación y Emoción, 3 (4), 1–11.
   Google Scholar
• Yuill, N. M. & Oakhill, J. V. (1991). Children's Problems in Text Comprehension: An Experimental Investigation.Cambridge, MA: Cambridge University Press.
   Google Scholar