Referencias

• Baumann, J. F. (1985). La eficacia de un modelo de instrucción directa en la enseñanza de la comprensión de ideas principales. Infancia y Aprendizaje, 31–32, 89–108.
   Google Scholar
• Bereiter, C. y Scardamalia, M. (1982). From conversation to composition: the role of instruction in a developmental process. En R. Glaser (Ed.), Advances in instructional psychology. Hillsdale, NJ: LEA.
   Google Scholar
• Brooks, L. W. y Dansereau, D. F. (1983). Effects of structural schema training and text Organization on Expository Prose Processing. Journal of Educational Psychology, 75, 6, 811–820.
   Web of Science ®Google Scholar
• Brown, A. L. (1980). Metacognitive development and reading. En R. J. Spiro, B. Bruce y W. Brewer (Eds.), Theorethical issues in reading comprehension: Perspectives from cognitive psychology, linguistics, artificial intelligence and education. Hillsdale, NJ: Erlbaum.
   Google Scholar
• Brown, A. L., Bransford, J. D., Ferrara, R. A. y Campione, J. C. (1983). Learning, Remembering and Understanding. En J. H. Flavell y E. M. Markman (Eds.), Carmichael's Manual of child psichology (Vol.3). Nueva York: Willey.
   Google Scholar
• Brown, A. L. y Day, J. D. (1983). Macrorules for summarizing texts. The development of expertise. (Technical Report No. 270). Champaign, IL: Universidad de Illinois, Center for the Study of Reading, 1983.
   Google Scholar
• Cunninghann, J. W. y Moore, D. W. (1990). El confuso mundo de la idea principal. En J. F. Baumann (Comp.), La comprensión lectora. (Cómo trabajar la idea principal en el aula). Madrid: Aprendizaje Visor.
   Google Scholar
• Dijk, T. A. VAN (1980). Macrostructures. Hillsdale, NJ: Erlbaum.
   Google Scholar
• Dijk, T. A. VAN y Kintsch, W. (1983). Strategies of discourse comprehension. New York: Academic Press.
   Google Scholar
• García Madruga, J. A., Martín Cordero, J. I., Luque, J. L. y Santamaría, C. (1992). Teaching active text processing strategies: some experimental results. En B. von Houters y W. Schnotz (Eds.), Text Comprehension from differents perspectives (pp. 183–200). Amsterdam: Swets and Zeitlinger.
   Google Scholar
• Garnham, A. (1981). Mental Model as a representation of text. Memory and Cognition, 9, 560–565.
   PubMed Web of Science ®Google Scholar
• Hansen, J. y Pearson, P. D. (1983). An instructional study: Improving the inferential comprehension of good and poor fourth grade readers. Journal of Educational Psychology, 75, 821–829.
   Web of Science ®Google Scholar
• Haviland, S. E. y Clark, H. H. (1974). What's news?. Acquiring new information as a process in comprehension. Journal of Verbal Learning and Verbal Behavior, 13, 512–521.
   Google Scholar
• Jenkins, J. R. y Pany, D. (1980). Teaching reading comprehension in the middle grades. En R. J. Spiro, B. C. Bruce y W. F. Brewer (Eds.), Theoretical issues in reading comprehension. Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Johnson-Laird, P. N. (1983). Mental Models. Cambridge: Cambridge University Press.
   Google Scholar
• Just, M. A. y Carpenter, P. A. (1992). A Capacity Theory of Comprehension: Individual Differences in Working Memory. Psychological Review, 1, 122–149.
   Web of Science ®Google Scholar
• Kintsch, W. y Van Dijk, T. A. (1978). Toward a model of text comprehension and production. Psychological Review, 85, 363–394.
   Web of Science ®Google Scholar
• Loman, N. C. y Mayer, R. (1983). Signaling Techniques that increase the understability of expository prose. Journal of Educational Psychology, 75, 402–412.
   Web of Science ®Google Scholar
• Mandler, J. M. (1978). A code in the node: The use of a story scheme in retrieval. Discourse Processes, 1, 14–35.
   Google Scholar
• Mcclelland, J. L., Rumelhart, D. E. y Grupo P. D. P. (1986). Parallel distributed processing. Explorations in the microstructure of cognition. Vol. 2. Cambridge, MA: Bradford Books.
   Google Scholar
• Meyer, B. J. F. (1985). Prose analysis: Purposes, procedures and problems (Part. I y II). En B. K. Britton y J. B. Black (Eds.), Understanding Expository Text. Hillsdale, NJ: Erlbaum.
   Google Scholar
• Novak, J. D. y Gowin, D. B. (1988). Aprendiendo a aprender. Barcelona: Ediciones Martínez Roca, S.A.
   Google Scholar
• Palincsar, A. S. y Brown, A. L. (1984). Reciprocal teaching of comprehension fostering and comprehension monitoring activites. Cognition and Instruction, 1, 117–175.
   Google Scholar
• Resnick, L. B. (1984). Comprehending and learning: Implications for a theory of instruction. En H. Mandl, N. Stein y T. Trabasso (Eds.), Learning and comprehension o text. Hillsdale, NJ: Erlbaum.
   Google Scholar
• Rumelhart, D. E. y Ortony, A. (1977). The representation of knowledge in memory. En R. J. Anderson, R. J. Spiro y W. E. Montague (Eds.), Schooling and the acquisition of the knowledge. Hillsdale, NJ: Erlbaum. (Trad. cast.: La representación del conocimiento en la memoria. Infancia y Aprendizaje, 1982, 19–20, 115–158).
   Google Scholar
• Sanford, A. J. y Garrod, C. G. (1981). Understanding Written Language. Nueva York: Wiley.
   Google Scholar
• Schank, R. C. y Abelson, R. (1977). Scripts, plans, goals, and understanding: An inquiry into human knowledge structures. Hillsdale, NJ: Erlbaum.
   Google Scholar
• Short, J. E. y Ryan, E. B. (1983). Metacognitive differences between skilled and less skilled readers: Remediating deficits though story grammar and attribution training. Journal of Educational Psychology, 76, 225–235.
   Web of Science ®Google Scholar
• Solé I Gallart, I. (1988). Aprender a leer, leer para aprender. Cuademoo de Pedagogía, 157, 60–63.
   Google Scholar
• Stein, N. L. y Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. En R. O. Freedle (Ed.), New Directions in Discourse Processing. Vol. 2. Norwood. NJ: Ablex.
   Google Scholar
• Trabasso, T. (1981). On the making of inferences during reading and their assessment. En J. T. Guthrie (Ed.), Comprehension and Teaching: Research Reviews. Newmark, Del.: International Reading Association.
   Google Scholar
• Vygotsky, L. S. (1979). El desarrollo de los procesos psicológicos superiores. Barcelona: Grijalbo.
   Google Scholar
• Voss, J. F., Vesonder, G. T. y Spilich, G. J. (1980). Text generation and recall by high knowledge and low knowledge individuals. Journal of Verbal Learning and Verbal Behavior, 19, 651–667.
   Google Scholar
• Winograd, P. N. (1984). Strategies difficulties in summarizing texts. Reading Research Quarterly, 19, 404–425. (Trad. cast.: Dificultades de estrategias en el resumen de textos. Infamia y Aprendizaje, 1985, 31–32, 5–30.
   Web of Science ®Google Scholar