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dc.contributor.authorSoria Andurell, Anna-
dc.date.accessioned2016-01-25T12:51:10Z-
dc.date.available2016-01-25T12:51:10Z-
dc.date.issued2015-
dc.identifier.issn2340-8685-
dc.identifier.urihttp://hdl.handle.net/10201/47651-
dc.description.abstractReading comprehension depends largely on the processing of textual information and its memories during the act of reading but also after it. This information processing can be influenced by various factors, some previous reader itself and other external to it that can not only affect the process of reading, but also processing quality of the content. In the following study we considered the influence of the textual format, text linear compared to hypertext, on the understanding and the short and long term remembering of a given text content to a sample of children in the fifth grade of primary education. In parallel, we analyze whether the level of reading literacy of children, evaluated prior to this study, as well as their frequency of Internet connection at home, influence their results in reading comprehension and textual both short and long term memory.es_ES
dc.formatapplication/pdfes_ES
dc.format.extent20.es_ES
dc.languagespaes_ES
dc.publisherAsociación Española de Comprensión Lectoraes_ES
dc.rightsinfo:eu-repo/semantics/openAccesses_ES
dc.subjectEducationes_ES
dc.subjectLearning processesen_EN
dc.subjectReading comprehensionen_EN
dc.subjectHypertexten_EN
dc.subjectTextual memoryen_EN
dc.subject.other3 - Ciencias socialeses_ES
dc.titleHipertexto y comprensión lectora. Efectos del formato hipertextual y la competencia lectora en la comprensión y la memoria textuales_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
Aparece en las colecciones:Nº 4, (2015)

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