dc.contributor.author | Diakidoy, Irene-Anna N. | en |
dc.creator | Diakidoy, Irene-Anna N. | en |
dc.date.accessioned | 2017-07-27T10:21:37Z | |
dc.date.available | 2017-07-27T10:21:37Z | |
dc.date.issued | 2014 | |
dc.identifier.uri | https://gnosis.library.ucy.ac.cy/handle/7/37230 | |
dc.description.abstract | This study examined the effects of text type and early familiarization with oral expository text structures on listening and reading comprehension levels. Second-grade students read and listened to narrative and expository texts, and their comprehension was assessed with a sentence verification task. Half of the students had participated in a nine-week long intervention designed to familiarize them with oral expository structures in the previous year while in first grade. The findings indicated that familiarization did not lead to the expected advantage of listening over reading for either expository or narrative text. Implications concerning the conceptualization of comprehension as a unitary process construct are discussed. © 2014 Taylor & Francis Group, LLC. | en |
dc.source | Reading Psychology | en |
dc.source.uri | https://www.scopus.com/inward/record.uri?eid=2-s2.0-84905366014&doi=10.1080%2f02702711.2013.790327&partnerID=40&md5=4be88e9121850c8110bf6ada9d2c22df | |
dc.title | The Effects of Familiarization with Oral Expository Text on Listening and Reading Comprehension Levels | en |
dc.type | info:eu-repo/semantics/article | |
dc.identifier.doi | 10.1080/02702711.2013.790327 | |
dc.description.volume | 35 | |
dc.description.issue | 7 | |
dc.description.startingpage | 622 | |
dc.description.endingpage | 643 | |
dc.author.faculty | Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education | |
dc.author.department | Τμήμα Ψυχολογίας / Department of Psychology | |
dc.type.uhtype | Article | en |
dc.description.notes | Export Date: 12 July 2017 | en |
dc.contributor.orcid | Diakidoy, Irene-Anna N. [0000-0003-3650-8108] | |
dc.gnosis.orcid | 0000-0003-3650-8108 | |