Referencias

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Conclusiones


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  2. Adams, M.J. (1998). Beginning to read: thinking and learning about print. Cambridge, MA: MIT Press.
  3. Afflerbach, P.P. 1990. "The influence of prior knowledge and text genre on readers’ prediction strategies". Journal of reading behavior (Chicago, IL), vol. 22, núm. 2, 131-48.
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  5. Allington, R.L. (1983). "Fluency: the neglected reading goal in reading instruction". The reading teacher (Newark, DE), vol. 36, 556-61.
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  11. Clay, M.M. (1985). The early detection of reading difficulties. 3rd ed. Portsmouth, NH: Heinemann. Change over time in children’s literacy development. Auckland, NZ: Heinemann. 2001.
  12. Cunningham, A.E. (1990). "Explicit versus implicit instruction in phonemic awareness". Journal of experimental child psychology (San Diego, CA), vol. 50, 429-44.
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  16. Gee, J.P. (2001). "Reading as situated language: a sociocognitive perspective". Journal of adolescent & adult literacy (Newark, DE), vol. 44, núm. 8, 714-25
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  21. Nagy, W.E.; Scott, J.A. (2000). "Vocabulary processes". En: Kamil, M.L.; Mosenthal, P.B.; Pearson, P.D., eds. Handbook of reading research, vol. 3, 269–84. Hillsdale, NJ: Lawrence Erlbaum Associates.
  22. National Reading Panel (2000). Teaching children to read: an evidencebased assessment of the scientific research literature on reading and its implications for reading instruction. Rockville, MD; National Institute of Child Health and Human Development. Disponible en: Reading teacher (Newark, DE), vol. 39, núm. 6, 564-70. Pinnell, G.S., et al. (1995). Listening to children read aloud. Washington, DC; Office of Educational Research and Improvement, U.S. Department of Education.
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  25. Snow, C.; Burns, M.; Griffin, P., eds. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.
  26. Stahl, S.A.; Jacobson, M.G.; Davis, C.E. (1989). "Prior knowledge and difficult vocabulary in the comprehension of unfamiliar text". Reading research quarterly (Newark, DE), vol. 24, 27-43.
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  28. Turner, J.; Paris, S.G. (1995). "How literacy tasks influence children’s motivation for literacy". Reading teacher (Newark, DE), vol. 48, 662-73.
Conclusiones
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