Referencias

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  2. Adams, M.J. (1998). Beginning to read: thinking and learning about print. Cambridge, MA: MIT Press.
  3. Afflerbach, P.P. 1990. "The influence of prior knowledge and text genre on readers’ prediction strategies". Journal of reading behavior (Chicago, IL), vol. 22, núm. 2, 131-48.
  4. Alexander, P.A., Jetton, T.L.; Kulikowich, J.M. (1995). "Interrelationships of knowledge, interest, and recall: assessing a model of domain learning". Journal of educational psychology (Washington, DC), vol. 87, 559-75.
  5. Allington, R.L. (1983). "Fluency: the neglected reading goal in reading instruction". The reading teacher (Newark, DE), vol. 36, 556-61.
  6. Allington, R.L. (2000). "Second language reading as a case study of reading scholarship in the 20th century". En: Kamil M.L.; Mosenthal, P.B.; Pearson, P.D., eds. Handbook of reading research, vol. 3, 813-34. Hillsdale, NJ: Lawrence Erlbaum, 2000.
  7. Block, C.C.; Pressley, M., eds. (2002). Comprehension instruction: researchbased best practices. New York, NY: Guilford Press.
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  9. Caldwell, J.S. (2002). Reading assessment: a primer for teachers and tutors. New York, NY: Guilford.
  10. Carver, R. (1994). "Percentage of unknown vocabulary words in text as a function of the relative difficulty of the text: implications for instruction". Journal of reading behavior (Chicago, IL), vol. 26, 413-38.
  11. Clay, M.M. (1985). The early detection of reading difficulties. 3rd ed. Portsmouth, NH: Heinemann. Change over time in children’s literacy development. Auckland, NZ: Heinemann. 2001.
  12. Cunningham, A.E. (1990). "Explicit versus implicit instruction in phonemic awareness". Journal of experimental child psychology (San Diego, CA), vol. 50, 429-44.
  13. Droop, M.; Verhoeven, L. (1998). "Background knowledge, linguistic complexity, and second language reading comprehension". Journal of literacy research (Chicago, IL), vol. 30, núm.2, 253-71.
  14. Durkin, D. (1993). Teaching them to read (6th ed.). Boston, MA: Allyn & Bacon.
  15. Garcia, G.E.; Pearson, P.D. (1994). "Assessment and diversity". Review of research in education (Washington, DC), vol. 20, 337-91.
  16. Gee, J.P. (2001). "Reading as situated language: a sociocognitive perspective". Journal of adolescent & adult literacy (Newark, DE), vol. 44, núm. 8, 714-25
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  18. Juel, C. (1991). "Beginning reading". En: Barr, R., et al., eds. Handbook of reading research, vol. 2, 759-788. New York, NY; Longman.
  19. Kamil, M.L.; Mosenthal, P.B.; Pearson, P.D., eds. (2000). Handbook of reading research, vol. 3. Hillsdale, NJ: Lawrence Erlbaum Associates.
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  22. National Reading Panel (2000). Teaching children to read: an evidencebased assessment of the scientific research literature on reading and its implications for reading instruction. Rockville, MD; National Institute of Child Health and Human Development. Disponible en: http://www.nichd.nih.gov/publications/nrp/report.htm
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  24. Shany, M.; Biemiller, A. (1995). "Assisted reading practice: effects on performance for poor readers in grades 3 and 4". Reading research quarterly (Newark, DE), vol. 30, 382-95.
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