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Peer reviewedRossi, Jean Pierre – Journal of Educational Psychology, 1990
One hundred French children in grade five participated in an experiment to determine how the problem frame facilitates comprehension of a problem solution text. Results demonstrate the positive role of frames in macrostructure construction and support the model of T. A. van Dijk and W. Kintsch (1983). (SLD)
Descriptors: Elementary School Students, Foreign Countries, Grade 5, Intermediate Grades
