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Learning and Instruction

October 2018 Volume 57, Number 1

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Table of Contents

Number of articles: 9

  1. Introduction to the special issue: Desiderata for a theory of multi-source multi-modal comprehension

    Jennifer G. Cromley

    In this special issue, contributing authors consider work at the intersection of two relatively established lines of research: multi-source (e.g., multiple texts) comprehension and multi-modal (e.g... More

    pp. 1-4

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  2. Profiling reading in print and digital mediums

    Lauren M. Singer Trakhman, Patricia A. Alexander & Alexis B. Silverman

    Real-time processing behaviors and processing time for 57 undergraduates reading information texts in print and digitally were used to identify distinct performance profiles. Students underlined... More

    pp. 5-17

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  3. The effects of CLIL on L1 and content learning: Updated empirical evidence from monolingual contexts

    María Luisa Pérez Cañado

    This article reports on a quantitative study into the effects of CLIL programs on the L1 competence and content knowledge of Primary and Secondary Education students in monolingual contexts. It has... More

    pp. 18-33

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  4. Strategies for comprehending and integrating texts and videos

    Alexandra List

    This study examines students’ strategic processing when participants were asked to comprehend and integrate information presented via two texts or two videos. Evidence was found for strategies... More

    pp. 34-46

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  5. The effects of presentation format on multiple document notetaking

    Peggy N. Van Meter & Chelsea Cameron, The Pennsylvania State University, United States

    pp. 47-56

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  6. How number and size of text boxes in argument diagrams affect opinions

    Marije van Amelsvoort & Joost Schilperoord

    Argument diagrams are schematic representations of claim-reason complexes, displaying boxes with standpoints and arguments, and lines or arrows to relate these boxes. In four experiments, we... More

    pp. 57-70

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  7. Multi-modal, multi-source reading: A multi-representational reader's perspective

    Shaaron E. Ainsworth

    In this commentary, I review the five articles that comprise the Special Issue titled ‘Towards a model of multi-source, multi-modal processing”. The papers are discussed in terms of how they help... More

    pp. 71-75

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  8. Multiplicity in the digital era: Processing and learning from multiple sources and modalities of instructional presentations

    Lucia Mason

    This commentary on the five articles in the Special Issue will first introduce research issues regarding the processing of multiple texts in order to outline the scenario in which the contributions... More

    pp. 76-81

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  9. Postscript: In pursuit of integration

    Alexandra List, Department of Educational Psychology, United States; Patricia A. Alexander, Dept. of Human Development and Quantitative Methods, United States

    In this conclusion to the Special Issue, features of multiple documents and multi-modal documents are systematized. Specifically, documents are defined according to their (a) intended message, (b) ... More

    pp. 82-85

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