Page 185 - Šterman Ivančič, Klaudija, ur. Izhodišča merjenja bralne pismenosti v raziskavi PISA 2012 s primeri nalog. Ljubljana: Pedagoški inštitut, 2013. Digitalna knjižnica, Documenta 6
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nal Psychology, 76, 1–19.
Pressley, M., Johnson, C. J., Symons, S., McGoldrick, J. A. in Kurita, J. A. (1989). Strate-
gies that improve children’s memory and comprehension of text. Elementary School
Journal, 90 (1), 3–32.
Ryan, R. M., in Deci, E. L. (2000). Self-determination theory and the facilitation of in-
trinsic motivation, social development, and well-being. American Psychologist, 1 (50),
68–78.
Reeve, J., Jang, H., Carrell, D., Jeon, S. in Barch, J. (2004). Enhancing students’ engage-
ment by increasing teachers’ autonomy support. Motivation and Emotion, 28, 147–
169.
Reinking, D. (1994). Electronic literacy. Perspectives in Reading Research, 4.
Repež, M. in Štraus, M. (ur.) (2007). Izhodišča merjenja bralne pismenosti v raziskavi
PISA 2006. Ljubljana: Pedagoški inštitut.
Rosenshine, B. in Meister, C. (1994). Reciprocal teaching; A review of the research. Re-
view of Educational Research, 64 (4), 479–530.
Rosenshine, B., Meister, C. in Chapman, S. (1996). Teaching students to generate que-
stions: A review of the intervention studies. Review of Educational Research, 66 (2),
181–221.
Rumelhart, D. E. (1985). Toward an interactive model of reading. V H. Singer in R. B.
Ruddell (ur.), Theoretical models and the processes of reading. (3. izd.). Newark, DE:
International.
Schiefele, U. (1999). Interest and learning from text. Scientific Studies of Reading, 3 (3),
257–279.
Schlagmüller, M. in Schneider, W. (2006). WLST 7-12. Würzburger Lesestrategie Wis-
senstest für die Klassen 7 bis 12. Goettingen: Hogrefe.
Schneider, W. (1989). Zur Entwicklung des Metagedächtnisses bei Kindern [The deve-
lopment of metamemory in children]. Bern: Huber.
Schneider, W. (ur.). (1999). The development of metamemory in children. Cambridge,
MA: MIT Press.
Schneider, W. in Pressley, M. (1997). Memory development between two and twenty (2nd
ed.). Mahwah, NJ: Erlbaum.
185
arch as viewed through the lens of literacy intervention. British Journal of Educatio-
nal Psychology, 76, 1–19.
Pressley, M., Johnson, C. J., Symons, S., McGoldrick, J. A. in Kurita, J. A. (1989). Strate-
gies that improve children’s memory and comprehension of text. Elementary School
Journal, 90 (1), 3–32.
Ryan, R. M., in Deci, E. L. (2000). Self-determination theory and the facilitation of in-
trinsic motivation, social development, and well-being. American Psychologist, 1 (50),
68–78.
Reeve, J., Jang, H., Carrell, D., Jeon, S. in Barch, J. (2004). Enhancing students’ engage-
ment by increasing teachers’ autonomy support. Motivation and Emotion, 28, 147–
169.
Reinking, D. (1994). Electronic literacy. Perspectives in Reading Research, 4.
Repež, M. in Štraus, M. (ur.) (2007). Izhodišča merjenja bralne pismenosti v raziskavi
PISA 2006. Ljubljana: Pedagoški inštitut.
Rosenshine, B. in Meister, C. (1994). Reciprocal teaching; A review of the research. Re-
view of Educational Research, 64 (4), 479–530.
Rosenshine, B., Meister, C. in Chapman, S. (1996). Teaching students to generate que-
stions: A review of the intervention studies. Review of Educational Research, 66 (2),
181–221.
Rumelhart, D. E. (1985). Toward an interactive model of reading. V H. Singer in R. B.
Ruddell (ur.), Theoretical models and the processes of reading. (3. izd.). Newark, DE:
International.
Schiefele, U. (1999). Interest and learning from text. Scientific Studies of Reading, 3 (3),
257–279.
Schlagmüller, M. in Schneider, W. (2006). WLST 7-12. Würzburger Lesestrategie Wis-
senstest für die Klassen 7 bis 12. Goettingen: Hogrefe.
Schneider, W. (1989). Zur Entwicklung des Metagedächtnisses bei Kindern [The deve-
lopment of metamemory in children]. Bern: Huber.
Schneider, W. (ur.). (1999). The development of metamemory in children. Cambridge,
MA: MIT Press.
Schneider, W. in Pressley, M. (1997). Memory development between two and twenty (2nd
ed.). Mahwah, NJ: Erlbaum.
185
