¿Ayuda la retroalimentación formativa sobre el comportamiento de búsqueda a contestar preguntas de comprensión en lecturas con texto disponible?

Referencias bibliográficas

• Bangert-Drowns, R.L., Kulik, C.L.C., Kulik, J.A., Morgan, M., The instructional effect of feedback in test-like events (1991) Review of Educational Research, 61, pp. 213-238
• Bransford, J., (2000) How people learn: Brain, mind, experience, and school, , Washington, DC: National Academies Press
• Butler, D.L., Winne, P.H., Feedback and self-regulated learning: A theoretical synthesis (1995) Review of educational research, 65, pp. 245-281
• Cataldo, M.G., Oakhill, J., Why are poor comprehenders inefficient searchers? An investigation into the effects of text representation and spatial memory on the ability to locate information in text (2000) Journal of Educational Psychology, 92, pp. 791-799
• Cerdán, R., Gilabert, R., Vidal-Abarca, E., Selecting information to answer questions: Strategic individual differences when searching texts (2011) Learning and Individual Differences, 21, pp. 201-205
• Cerdán, R., Vidal-Abarca, E., The effects of tasks on integrating information from multiple documents (2008) Journal of Educational Psychology, 100, pp. 209-222
• Cerdán, R., Vidal-Abarca, E., Martínez, T., Gilabert, R., Gil, L., Impact of question-answering tasks on search processes and reading comprehension (2009) Learning and Instruction, 19, pp. 13-27
• Goodman, J., Wood, R.E., Hendrickx, M., Feedback specificity, exploration, and learning (2004) Journal of Applied Psychology, 89, pp. 248-262
• Graesser, A.C., D’Mello, S., Cade, W., Instruction based on tutoring (2011) Handbook of research on learning and instruction, pp. 408-426. , Mayer R.E., Alexander P.A., (eds), New York, NY: Taylor & Francis
• Graesser, A.C., Franklin, S.P., QUEST: A cognitive model of question answering (1990) Discourse processes, 13, pp. 279-303
• Hattie, J., Timperley, H., The power of feedback (2007) Review of Educational Research, 77, pp. 81-112
• Kulhavy, R.W., Stock, W.A., Feedback in written instruction: The place of response certitude (1989) Educational Psychology Review, 1, pp. 279-308
• Llorens, A.C., Gil, L., Vidal-Abarca, E., Martínez, E., Mañá, A., Gilabert, R., Evaluación de la competencia lectora: la prueba de Competencia Lectora para Educación Secundaria (CompLEC) [The Reading Literacy test for Secondary Education (CompLEC)] (2011) Psicothema, 23, pp. 808-817
• Maki, R.H., Test predictions over text material (1998) Metacognition in educational theory and practice, pp. 117-144. , Hacker D.J., Graesser A.C., Dunlosky J., (eds), Mahwah, NJ: Lawrence Erlbaum Associates
• Mañá, A., Vidal-Abarca, E., Domínguez, C., Gil, L., Cerdán, R., Papel de los procesos metacognitivos en una tarea de pregunta-respuesta con textos escritos [The role of metacognitive processes in a question-answering task with written texts] (2009) Infancia y Aprendizaje, 32, pp. 553-565
• Martin, M.O., Mullis, I.V., Kennedy, A.M., Progress in International Reading Literacy Study (PIRLS): PIRLS 2006 Technical Report (2007) TIMSS & PIRLS International Study Center. Boston College, 140 Commonwealth Avenue, Chestnut Hill, MA 02467
• Mason, B.J., Bruning, R., (2001) Providing feedback in computer-based instruction: What the research tells us, , http://dwb.unl.edu/Edit/MB/MasonBruning.html, (Center for Instructional Innovation, University of Nebraska–Lincoln: 14), Retrieved from, Accessed, January, 2008
• McCrudden, M.T., Magliano, J., Schraw, G., Exploring how relevance instructions affect personal reading intentions, reading goals, and text processing: A mixed methods study (2010) Contemporary Educational Psychology, 35, pp. 229-241
• McCrudden, M.T., Schraw, G., Relevance and goal-focusing in text processing (2007) Educational Psychology Review, 19, pp. 113-139
• Narciss, S., Huth, K., How to design informative tutoring feedback for multimedia learning (2004) Instructional design for multimedia learning, pp. 181-195. , Niegemann H.M., Leutner D., Brunken R., (eds), Munster, NY: Waxmann
• (2002) Programme for International Student Assessment: Sample tasks from the PISA 2000 assessment of reading, mathematical and scientific literacy, , Paris: oeCd Publishing
• PISA 2009 results: What students know and can do – student performance in reading, mathematics and science (volume I) (2010) OECD
• Ozuru, Y., Best, R., Bell, C., Witherspoon, A., McNamara, D., Influence of question format and text availability on the assessment of expository text comprehension (2007) Cognition and Instruction, 25, pp. 399-438
• Ozuru, Y., Briner, S., Kurby, C.A., McNamara, D.S., Comparing comprehension measured by multiple-choice and open-ended questions (2013) Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 67, pp. 215-227
• Phye, G.D., Sanders, C.E., Advice and feedback: Elements of practice for problem solving (1994) Contemporary Educational Psychology, 19, pp. 286-301
• Rawson, K.A., Dunlosky, J., Improving students’ self-evaluation of learning for key concepts in textbook materials (2007) European Journal of Cognitive Psychology, 19, pp. 559-579
• Rouet, J.-F., Vidal-Abarca, E., Erboul, A.B., Millogo, V., Effects of information search tasks on the comprehension of instructional text (2001) Discourse Processes, 31, pp. 163-186
• Schaffner, E., Schiefele, U., The prediction of reading comprehension by cognitive and motivational factors: Does text accessibility during comprehension testing make a difference? (2013) Learning and Individual Differences, 26, pp. 42-54
• Shute, V.J., Focus on formative feedback (2008) Review of Educational Research, 78, pp. 153-189
• Song, S.H., Keller, J.M., Effectiveness of motivationally adaptive computer assisted instruction on the dynamic aspects of motivation (2001) Educational Technology Research and Development, 49 (2), pp. 5-22
• Thiede, K.W., Anderson, M.C.M., Therriault, D., Accuracy of metacognitive monitoring affects learning of texts (2003) Journal of Educational Psychology, 95, pp. 66-73
• Vidal-Abarca, E., Gilabert, R., Ferrer, A., Ávila, V., Martínez, T., Mañá, A., Serrano, M.A., TuinLEC, un tutor inteligente para mejorar la competencia lectora [TuinLEC, an intelligent tutoring system to improve reading literacy skills] (2014) Infancia y Aprendizaje, 37, pp. 25-56
• Vidal-Abarca, E., Mañá, A., Gil, L., Individual differences for self-regulating task-oriented reading activities (2010) Journal of Educational Psychology, 102, pp. 817-826
• Vidal-Abarca, E., Martínez, T., Salmerón, L., Cerdán, R., Gilabert, R., Gil, L., Ferris, R., Recording online processes in task-oriented reading with Read & Answer (2011) Behavior Research Methods, 43, pp. 179-192
• Whyte, M.M., Karolick, D.M., Neilsen, M.C., Elder, G.D., Hawley, W.T., Cognitive styles and feedback in computer-assisted instruction (1995) Journal of Educational Computing Research, 12, pp. 195-203