Now showing items 1-5 of 5

    • Adults' and children's monitoring of story events in the service of comprehension 

      Bohn-Gettler, Catherine M.; Rapp, David N.; Van den Broek, Paul; Kendeou, Panayiota; White, Mary Jane (Springer (New York), 2011-08)
      When reading narratives, adults monitor shifts in time, space, characters, goals, and causation. Shifts in any of these dimensions affect both moment-by-moment reading and memory organization. The extant developmental ...
    • Chapter 22 -- Emotion during reading and writing 

      Bohn-Gettler, Catherine M.; Rapp, David N. (Routledge Journals, Taylor & Francis Group, 2014)
      For more than a decade, there has been growing interest and research on the pivotal role of emotions in educational settings. This ground-breaking handbook is the first to highlight this emerging field of research and to ...
    • Depending on my mood: mood-driven influences on text comprehension 

      Bohn-Gettler, Catherine M.; Rapp, David N. (American Psychological Association, 2011-08)
      Reading comprehension is a critical component of success in educational settings. To date, research on text processing in educational and cognitive psychological domains has focused predominantly on cognitive influences ...
    • A longitudinal study of preschool children's (Homo sapiens) sex segregation 

      Bohn-Gettler, Catherine M.; Pellegrini, Anthony D.; Dupuis, Danielle; Hickey, Meghan; Hou, Yuefeng; Roseth, Cary; Solberg, David (American Psychological Association, 2010-05)
      In this 2-year longitudinal study, we hypothesized that sex of the human child (Homo sapiens), differences in physical activity, and time of the year would interact to influence preschool children's sex segregation. We ...
    • Making the right connections: Differential effects of reading intervention for subgroups of comprehenders 

      McMaster, Kristen L.; Van den Broek, Paul; Espin, Christine A.; White, Mary Jane; Rapp, David N.; Kendeou, Panayiota; Bohn-Gettler, Catherine M.; Carlson, Sarah (Elsevier, 2012-02)
      The purpose of this study was to compare the effects of different types of questioning interventions on students' reading comprehension. Fourth-grade students (n = 246) were identified as struggling, average, or good readers ...