Tema 19: La lectura, escritura y matemáticas.

19.1. Bibliografía: lectura.

Adams, M.J. (1990). Beginning to read: Thinking and learning about print.Cambridge, MA: MIT Press.

Adams, A., Carnine, D. y Gersten, R. (1985). Estrategias de instrucción para elestudio de textos disciplinares en los grados intermendios. Infancia yAprendizaje, 31-32, 109-128.

Alegría, J. (1985). Por un enfoque psicolingüístico del aprendizaje de la lectura yde sus dificultades. Infancia y Aprendizaje, 29, 79-94.

Alexander, P.A. y Judy, J.E. (1988). The interaction of domain-specific andstrategic knowledge in academic performance. Review of EducationalResearch, 58(4), 375-404.

Alexander, P.A. y Jetton, T.L. (1996). The role of importance and interest in theprocessing of text. Educational Psychology Review, 8, 89-121.

Alfassi, M. (1998). Reading for meaning: The efficacy of reciprocal teaching infostering reading comprehension in high school students in remedialreading classes. American Educational Research Journal, 35, 309-332.

Allington, R.L. y Weber, R. (1993). Questioning questions in teaching andlearning from texts. In B.K. Britton, A. Woodward y M Binkley (Eds.),Learning from textbooks: Theory and practice. Hillsdale, NJ: LEA.

Allor, J.H. (2002). The relationships of phonemic awareness and rapid naming toreading development. Learning Disability Quarterly. 25(1), 47-57.

Almaraz, J., Carretero, M. y Fernández, P. (1995). Comprensión, modularidad ymemoria: una introducción. En M. Carretero, J. Almaraz y Fernández, P.(Eds.), Razonamiento y comprensión. Madrid: Trotta.

Alonso, J. y Mateos, M. (1985). Comprensión lectora: modelos, entrenamiento yevaluación. Infancia y Aprendizaje (31-32), 5-19.

Alonso, J. y Carriedo, N. (1996). Problemas de comprensión lectora: evaluacióne intervención. En C. Monereo e I. Solé (Coords.), El asesoramientopsicopedagógico: una pespectiva profesional y constructivista. Madrid:Alianza.

Alvermann, D.E. y Moore, D.W. (1991). Secondary school reading. En R. Barr,M.L. Kamil, P.B. Mosenthal, y P.D. Pearson (Eds.), Handbook ofreading research: Vol. II. New York: Longman.

Anderson, J.R. (1981). Cognitive skills and their acquisition. Hillsdale, NJ:LEA.

Anderson, R.C. (1984). Role of Reader's schema in comprehension, learningand memory. En R.C. Anderson, J. Osborn y R.J. Tierny (Eds.),Learning to Read in American Schools: Basal Readers and ContentText. Hillsdale, NJ: LEA.

August, D.L., Flavell, J.H. y Clift, R. (1985). Una comparación del control decomprensión en lectores más y menos competentes. Infancia yAprendizaje, 31-32, 129-143.

Bakken, J.P., Mastropieri, M.A. y Scruggs, T.E. (1997). Readingcomprehension of expositor and science material and students withlearning disabilities -a comparison of strategies. Journal of SpecialEducation, 31(3), 300-324.

Baker, L. y Brown, A.L. (1984). Metacognitive skills and reading. En D.Pearson (Ed.), Handbook of Reading Research. Newark, Del:International Reading Association.

Baqués, J. y Sáiz, D. (1999). Medidas simples y compuestas de memoria detrabajo y su relación con el aprendizaje de la lectura. Psicothema, 11(4),737-745.

Baumann, J.F. (1985). La eficacia de un modelo de instrucción directa en laenseñanza de la comprensión de ideas principales. Infancia yAprendizaje, 31-32, 89-105.

Baumann, J.F. (Ed.) (1990). La comprensión lectora (cómo trabajar la ideaprincipal en el aula). Madrid: Visor.

Bautista, R. (1993). Necesidades educativas especiales. Archidona: Aljibe.Beishuizen, J.; Stoutjesdijk, E. y Spuijbroek, S.; Bouwmeester, S. y van der

Geest, H. (2002). Understanding abstract expository texts. BritishJournal of Educational Psychology. 72(2), 279-289.

Beltrán, J. y Genovard, C. (Eds.) (1999). Psicología de la Instrucción II: Áreascurriculares. Madrid: Síntesis.

Beltrán, J., Moraleda, M., Alcañiz, E., Calleja, F. y Santiuste, V. (1987).Psicología de la educación. Madrid: Eudema.

Berninger, V.W.; Abbott, R.D.; Thomson, J.B. y Raskind, W.H. (2001).Language phenotype for reading and writing disability: A family approach.Scientific Studies of Reading. 15(1), 59-106.

Berninger, V.W. y Richards, T.L. (2002). Brain literacy for educators andpsychologists. San Diego, CA, US: Academic Press.

Bernstein, S.E. y Treiman, R. (2001). Learning a novel grapheme: Effects ofpositional and phonemic context on children's spelling. Journal ofExperimental Child Psychology. 79(1), 56-77.

Best, W.; Herbert, R.; Hickin, J.; Osborne, F. y Howard, D. (2002).Phonological and orthographic facilitation of word-retrieval in aphasia:Immediate and delayed effects. Aphasiology. 16(1-2), 151-168.

Bochner, S. (1996). The learning strategies of bilingual versus monolingualstudents. British Journal of Educational Psychology, 66, 83-93.

Bogner, K.; Raphael, L. y Pressley, M. (2002). How Grade 1 teachers motivateliterate activity by their students. Scientific Studies of Reading. 6(2),135-165.

Bornholt, L.J. (2002). An analysis of children's task strategies for a test ofreading comprehension. Contemporary Educational Psychology. 27(1),80-98.

Bowers, J.S.; Damian, M.F. y Havelka, J. (2002). Can distributed orthographicknowledge support word-specific long-term priming? Apparently so.Journal of Memory and Language. 46(1), 24-38.

Bowey, J.A. (2002). Reflections on onset-rime and phoneme sensitivity aspredictors of beginning word reading. Journal of Experimental ChildPsychology. 82(1), 29-40.

Brand-Bruwel, S., Aarnoutse, C.A.J. y Van Den Bos, K. P. (1998). Improvingtext comprehension strategies in reading and listening settings. Learningand Instruction, 8(1), 63-81.

Bravo, L.; Villalon, M. y Orellana, E. (2002). La conciencia fonologica y lalectura inicial en ninos que ingresan a primer ano basico. / Phonologicalawareness and emergent reading reading in children who enter firstelementary grade. Psykhe: Revista de la Escuela de Psicologia. 11(1),175-182.

Breznitz, Z. (1997). Enhancing the reading of dyslexic children by readingacceleration and auditory masking. Journal of Educational Psychology,89(1), 103-113.

Brown, R., Pressley, M., Van Meter, P. y Schuder, T. (1996). A quasi-experimental validation of transational strategies instruction with low-achieving second-grade readers. Journal of Educational Psychology, 88,18-37.

Bryant, P. y Bradley, L. (1985). Children's Reading Problems. Oxford: BasilBlackwell.

Bryant, P. (2002). Children's thoughts about reading and spelling. ScientificStudies of Reading. 6(2), 199-216.

Bus, A.G. y Van Ijzendoorn, M.H. (1999). Phonological awareness and earlyreading: A meta-analysis of experimental training studies. Journal ofEducational Psychology, 91(3), 403-414.

Butyniec-Thomas, J. y Woloshyn, V.E. (1997). The effects of explicit-strategyand whole-language instruction on students' spelling ability. The Journalof Experimental Education, 65(4), 293-302.

Calero, A., Pérez, R., Maldonado, A. y Sebastián, M.E. (1991). Materialescurriculares para favorecer el acceso a la lectura en educación infantil.Madrid: Escuela Española.

Calfee, R. y Drum, P. (1986). Research on teaching reading. En M.C. Wittrock(Ed.), Handbook of Research on Teaching. New York: MacMillan.

Cappella, E. y Weinstein, R.S. (2001). Turning around reading achievement:Predictors of high school students' academic resilience. Journal ofEducational Psychology. 93(4), 758-771.

Carpenter, P.A. y Miyake, A. y Just, M.A. (1995). Language comprehension:Sentence and discourse processing. Annual Review of Psychology, 46,91-120.

Carretero, M. Almaraz, J. y Fernández, P. (1995). Razonamiento ycomprensión. Madrid: Trotta.

Carlino, P. y Santana, D. (Coords.) (1997). Leer y escribir con sentido. Unaexperiencia constructivista en Infantil y Primaria. Madrid: Visor.

Carriedo, N. y Tapia, A. (1994). ¿Cómo enseñar a comprender un texto?.Madrid: ICE de la Universidad Autónoma.

Cartwright, K.B. (2002). Cognitive development and reading: The relation ofreading-specific multiple classification skill to reading comprehension inelementary school children. Journal of Educational Psychology. 94(1),56-63.

Ceci, S. (Ed.) (1987). Handbook of cognitive, social and neuropsychologicalaspects of learning disabilities. Hillsdale, NJ: LEA.

Chafouleas, S.M. y Martens, B.K. (2002). Accuracy-based phonologicalawareness tasks: Are they reliable, efficient, and sensitive to growth?.School Psychology Quarterly. 17(2), 128-147.

Chambliss, M.J. y Murphy, P.K. (2002). Fourth and fifth graders representingthe argument structure in written texts. Discourse Processes. 34(1),91-115.

Chan, C.K., Burtis, C.P., Scardamalia, M. y Bereiter, C. (1992). Constructiveactivity in learning from text. American Educational Research Journal,29(1), 97-118.

Chapman, J.W. y Tunmer, W.E. (1997). A longitudinal study of beginningreading achievement and reading self-concept. British Journal ofEducational Psychology, 67(3), 279-291.

Chmielewski, T.C. y Dansereau, D.F. (1998).Enhancing the recall of text:Knowledge mapping training promotes implicit transfer. Journal ofEducational Psychology, 90(3), 407-413.

Clark, M. (1983). Orientaciones actuales en la enseñanza y el aprendizaje dela lectura. Infancia y Aprendizaje. Serie Monográfica, nº 3, 185-200.

Clemente, M. (1987). Habilidad de análisis y adquisición de la lectura en lossistemas alfabéticos. Infancia y Aprendizaje, 37, 11-18.

Clemente, M. y Domínguez, A.B. (1999). La enseñanza de la lectura. Enfoquepsicolingüístico y sociocultural. Madrid: Pirámide.

Coltheart, M., Sartori, G. y Job, R. (1987). The cognitive neuropychology oflanguage. Hillsdale, NJ: LEA.

Connelly, V.; Johnston, R. y Thompson, G.B. (2001). The effect of phonicsinstruction on the reading comprehension of beginning readers. Readingand Writing. 14(5-6), 423-457.

Cook, L.K. y Mayer, R.E. (1983). Reading strategies for meaningul learning

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Cooper, J. (1990). Cómo mejorar la comprensiónlectora. Madrid: Visor.Cox, K.E. y Guthrie, J.T. (2001). Motivational and cognitive contribuions to

students' amount of reading. Contemporary Educational Psychology,26(1), 116-131.

Crain, T.C., Lippman, M.Z. y McClendon, M.D. (1997). Windows oncomprehension: Reading comprehension processes as revealed by twothink-aloud procedures. Journal of Educational Psychology, 89(4), 579-591.

Crone, D.A. y Whitehurst, G.J. (1999). Age and schooling effects on emergentliteracy and early reading skills. Journal of Educational Psychology,91(4), 604-614.

Commander, N.E. y Stanwyck, D.J. (1997). Illusion of knowing in adult readers:Effects of reading skill and passage length. Contemporary EducationalPsychology, 22(1), 39-52.

Cordón, L.A. (1996). Strategy use on standardized reading comprehensiontests. Journal of Educational Psychology, 88(2), 288-295.

Cothern, N.B., Konopak, B.C. y Willis, E.L. (1990). Using readers' imagenaryof literary characters to study text meaning construction. ReadingResearch and Instruction, 30, 15-29.

Crowder, R.G. (1982). The Psychology of reading. An introduction. NewYork: Oxford University Press. (Trad. español: Psicología de la lectura.Madrid: Alianza Psicología, 1985).

Crowder, R.G. y Wagner, R. (1992). The Psychology of reading. Anintroduction. New York: Oxford University Press.

Cuetos, F. (1988). Los métodos de lectura desde el marco del procesamiento dela información. Bordón, 40(4), 659-670.

Cuetos, F. (1989). Lectura y escritura de palabras a través de la ruta fonológica. Infancia y Aprendizaje, 45, 71-84.

Cuetos, F. (1990). Psicología de la lectura. (Diagnóstico y tratamiento).Madrid: Escuela Española.

Cuestos, V. (1996). Psicología de la lectura. Madrid: Escuela Española.Cunningham, A.E.; Perry, K.E. y Stanovich, K.E. (2001). Converging evidence

for the concept of orthographic processing. Reading and Writing.14(5-6), 549-568.

Cunningham, A.E.; Perry, K.E.; Stanovich, K.E. y Share, D.L. (2002).Orthographic learning during reading: Examining the role of self-teaching.Journal of Experimental Child Psychology. 82(3), 185-199.

Curran, C.E., Kintsch, E. y Hedberg, N. (1996). Learning-disabled adolescents'

comprehension of naturalistic narratives. Journal of EducationalPsychology, 88(3), 494-507.

Currie, L.A. (1999). "Mr Homunculus the Reading Detective": A cognitiveapproach to improving reading comprehension. Educational and ChildPsychology, 16(1), 37-42.

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D'Angiulli, A.; Siegel, L.S. y Serra, E. (2001). The development of reading inEnglish and Italian in bilingual children. Applied Psycholinguistics. 22(4),479-507.

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