Abstract
AbstractTo a very large extent, children learn in and out of school from written text. Information Communications Technologies (ICT) offers many possibilities to facilitate learning by confronting children with multimodal texts. In order to be able to implement learning environments that optimally facilitate children's learning, insight is needed into the cognitive processes underlying text comprehension. In this light, the aim of this special issue is to report on new advances in text comprehension research in perspective of educational implications. Starting from recent theoretical frameworks on the cognitive processes underlying text comprehension, the online processing of text will be discussed in adults and in school children. Copyright © 2008 John Wiley & Sons, Ltd.
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