Article published in:
Scientific Study of Literature
Vol. 2:1 (2012) ► pp. 83107
Cited by

Cited by 8 other publications

Deane, Paul
2020. Building and Justifying Interpretations of Texts: A Key Practice in the English Language Arts. ETS Research Report Series 2020:1  pp. 1 ff. Crossref logo
Fialho, Olivia, Sonia Zyngier & Michael Burke
2016.  In Scientific Approaches to Literature in Learning Environments [Linguistic Approaches to Literature, 24],  pp. 1 ff. Crossref logo
Janssen, Tanja & Martine Braaksma
2016.  In Scientific Approaches to Literature in Learning Environments [Linguistic Approaches to Literature, 24],  pp. 193 ff. Crossref logo
Koek, Martijn, Tanja Janssen, Frank Hakemulder & Gert Rijlaarsdam
2016. Literary reading and critical thinking. Scientific Study of Literature 6:2  pp. 243 ff. Crossref logo
Levine, Sarah & William Horton
2015. Helping High School Students Read Like Experts: Affective Evaluation, Salience, and Literary Interpretation. Cognition and Instruction 33:2  pp. 125 ff. Crossref logo
Maplethorpe, Lois, Hyunah Kim, Melissa R. Hunte, Megan Vincett & Eunice Eunhee Jang
2022. Student-Generated Questions in Literacy Education and Assessment. Journal of Literacy Research 54:1  pp. 74 ff. Crossref logo
Nenadić, Filip, Dušan Vejnović & Slobodan Marković
2019. Subjective experience of poetry: Latent structure and differences between experts and non-experts. Poetics 73  pp. 100 ff. Crossref logo
Nguyen, Phuong Nam T., Tanja Janssen, Gert Rijlaarsdam & Wilfried Admiraal
2016. Effects of self-questioning on EFL students’ engagement in literary reading /Los efectos del autocuestionamiento en la lectura comprometida de textos literarios de estudiantes de inglés como lengua extranjera. Cultura y Educación 28:4  pp. 702 ff. Crossref logo

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