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dc.contributor.authorMarefat, Hamideh
dc.contributor.authorGhahari, Shima
dc.date.accessioned2014-05-21T11:24:53Z
dc.date.available2014-05-21T11:24:53Z
dc.date.issued2009-01
dc.identifier.citationMarefat, H.; Ghahari, S. (Incorporating) Adjunct displays: a step toward facilitation of reading comprehension. Porta Linguarum, 11: 179-188 (2009). [http://hdl.handle.net/10481/31846]es_ES
dc.identifier.issn1697-7467
dc.identifier.otherD.L.: GR 43-2004
dc.identifier.urihttp://hdl.handle.net/10481/31846
dc.description.abstractTwo types of adjunct displays, graphic organizer and outline, were compared with text display to determine which one facilitates text comprehension by L2 learners. The results indicated the superiority of adjunct displays. However, no difference was observed between graphic organizers and outlines. Also it was found that low proficiency learners benefited from adjunct displays more than high proficiency ones. The results support the pedagogical potential of adjunct displays as text facilitators. The findings are discussed within the framework of the theories behind adjunct display effect.es_ES
dc.language.isoenges_ES
dc.publisherUniversidad de Granadaes_ES
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivs 3.0 Licensees_ES
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es_ES
dc.subjectAdjunct display effectes_ES
dc.subjectGraphic organizeres_ES
dc.subjectOutlinees_ES
dc.subjectReading comprehension es_ES
dc.subjectExpository textses_ES
dc.title(Incorporating) Adjunct displays: a step toward facilitation of reading comprehensiones_ES
dc.typeinfo:eu-repo/semantics/articlees_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses_ES
dc.identifier.doi10.30827/Digibug.31846


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