Paul van den Broek 个人学术档案

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Panayiota KendeouDistinguished McKnight University Professor, Educational Psychology, University of Minnesota在 umn.edu 的电子邮件经过验证
Christine EspinProfessor of Educational Psychology, Special Education, Leiden University在 fsw.leidenuniv.nl 的电子邮件经过验证
David N. RappWalter Dill Scott Professor of Psychology and Learning Sciences, Northwestern University在 northwestern.edu 的电子邮件经过验证
Anne HelderLeiden University在 fsw.leidenuniv.nl 的电子邮件经过验证
Linda Van LeijenhorstLeiden University在 fsw.leidenuniv.nl 的电子邮件经过验证
Sandra VirtueDePaul University在 depaul.edu 的电子邮件经过验证
Jan H. van DrielProfessor of science education, University of Melbourne在 unimelb.edu.au 的电子邮件经过验证
Jolien M. MouwUniversity of Groningen在 rug.nl 的电子邮件经过验证
Menahem YeariLearning disabilities studies, School of Education, Bar-Ilan University, Israel在 biu.ac.il 的电子邮件经过验证
GraesserProfessor of Psychology and Institute for Intelligent Systems, University of Memphis在 memphis.edu 的电子邮件经过验证
Darcia NarvaezProfessor of Psychology Emerita, University of Notre Dame在 nd.edu 的电子邮件经过验证
Susan GoldmanUniversity of Illinois at Chicago; Learning Sciences Research Institute在 uic.edu 的电子邮件经过验证
Virginia Clinton-LisellAssociate Professor, University of North Dakota在 wisc.edu 的电子邮件经过验证
Michael W. YoungAustralian National University在 anu.edu.au 的电子邮件经过验证
Stephanie WassenburgHuman Environment & Transport Inspectorate (Innovation & Data lab)在 ilent.nl 的电子邮件经过验证
Juan Pablo BarreyroCentro Interdisciplinario de Investigación en Psicología Matemática y Experimental - CONICET在 psi.uba.ar 的电子邮件经过验证
Lalo SalmerónFull Professor, ERI Lectura, University of Valencia在 uv.es 的电子邮件经过验证
Richard M. GoldenProfessor of Cognitive Science, University of Texas at Dallas在 utdallas.edu 的电子邮件经过验证
Nathalie BlancProfesseur de psychologie, Université Montpellier 3在 univ-montp3.fr 的电子邮件经过验证
Rolf ZwaanProfessor of Psychology在 essb.eur.nl 的电子邮件经过验证

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Paul van den Broek

Leiden University, the Netherlands

在 umn.edu 的电子邮件经过验证 - 首页

reading comprehension discourse processing learning to read development of comprehension skills intervention


标题按引用次数排序按年份排序按标题排序	引用次数引用次数	年份
Causal thinking and the representation of narrative events T Trabasso, P Van Den Broek Journal of memory and language 24 (5), 612-630, 1985	1625	1985
Predicting reading comprehension in early elementary school: The independent contributions of oral language and decoding skills. P Kendeou, P Van den Broek, MJ White, JS Lynch Journal of educational psychology 101 (4), 765, 2009	963	2009
Causal cohesion and story coherence T Trabasso, T Secco, P van den Broek Learning and comprehension of text, 1984	887	1984
Sources of individual differences in reading comprehension and reading fluency. JR Jenkins, LS Fuchs, P Van Den Broek, C Espin, SL Deno Journal of educational psychology 95 (4), 719, 2003	856	2003
The landscape model of reading: Inferences and the online construction of a memory representation P Van den Broek, M Young, Y Tzeng, T Linderholm The construction of mental representations during reading, 71-98, 1999	762	1999
Logical necessity and transitivity of causal relations in stories T Trabasso, P Van den Broek, SY Suh Discourse processes 12 (1), 1-25, 1989	711	1989
Comprehension and memory of narrative texts: Inferences and coherence. P Van den Broek Academic Press, 1994	696	1994
The effects of prior knowledge and text structure on comprehension processes during reading of scientific texts P Kendeou, P Van Den Broek Memory & cognition 35 (7), 1567-1577, 2007	673	2007
The effects of readers’ goals on inference generation and memory for texts P Van den Broek, RF Lorch, T Linderholm, M Gustafson Memory & cognition 29 (8), 1081-1087, 2001	663	2001
A cognitive view of reading comprehension: Implications for reading difficulties P Kendeou, P Van Den Broek, A Helder, J Karlsson Learning disabilities research & practice 29 (1), 10-16, 2014	606	2014
Integrating memory-based and constructionist processes in accounts of reading comprehension P Van den Broek, DN Rapp, P Kendeou Discourse processes 39 (2-3), 299-316, 2005	574	2005
Higher-order comprehension processes in struggling readers: A perspective for research and intervention DN Rapp, P Broek, KL McMaster, P Kendeou, CA Espin Scientific studies of reading 11 (4), 289-312, 2007	573	2007
The causal inference maker: Towards a process model of inference generation in text comprehension P Van den Broek Comprehension processes in reading, 423-446, 2012	493	2012
The effects of reading purpose and working memory capacity on the processing of expository text. T Linderholm, P van den Broek Journal of educational psychology 94 (4), 778, 2002	484	2002
Simple but complex: Components of the simple view of reading across grade levels J Tilstra, K McMaster, P Van den Broek, P Kendeou, D Rapp Journal of research in reading 32 (4), 383-401, 2009	436	2009
Using texts in science education: Cognitive processes and knowledge representation P Van den Broek science 328 (5977), 453-456, 2010	411	2010
The role of readers' standards for coherence in the generation of inferences during reading. P Van den Broek, K Risden, E Husebye-Hartmann Part of this research was reported at the Annual Meeting of the American …, 1995	411	1995
Children's inference generation across different media P Kendeou, C Bohn‐Gettler, MJ White, P Van Den Broek Journal of research in reading 31 (3), 259-272, 2008	408	2008
A “landscape” view of reading: Fluctuating patterns of activation and the construction of a stable memory representation P Van den Broek, K Risden, CR Fletcher, R Thurlow Models of understanding text, 165-187, 1996	397	1996
Cognitive processes in comprehension of science texts: The role of co‐activation in confronting misconceptions P Van Den Broek, P Kendeou Applied Cognitive Psychology: The Official Journal of the Society for …, 2008	374	2008

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