J. Ricardo García

TL;DR: This paper conducted a meta-analysis of 110 studies to determine the relative importance of decoding skills to reading comprehension in reading development and identify which reader characteristics and reading assessment characteristics contribute to differences in the decoding and reading comprehension correlation.

TL;DR: In this paper, a corpus of 21 interacciones of textos with alumnos is used to compare the comportamiento tipico de profesores and the propuestas instruccionales sobre como ensenar a comprender lo que se lee.

TL;DR: This article proposed a theoretical construct called rhetorical competence, which represents the ability of readers to detect, understand, and use the linguistic cues or discourse markers that texts contain, and measured one of the three postulated components of rhetorical competence by assessing whether readers correctly interpret these markers while reading.

TL;DR: In this article, a sistema de analisisis of la practica educativa is presented, in which three dimensiones (i.e., que, que y quien) and distintas unidades (sesiones de clase, actividades tipicas de aula, episodios, ciclos) are considered.

TL;DR: In this article, the authors explore whether readers' knowledge of rhetorical devices (that is, rhetorical competence) moderates their effectiveness beyond general comprehension skills and whether rhetorical competence may be considered a component skill of reading comprehension.