Universität zu Köln

Schmitz, Anke, Graesel, Cornelia and Rothstein, Bjoern (2017). Students' genre expectations and the effects of text cohesion on reading comprehension. Read. Writ., 30 (5). S. 1115 - 1136. DORDRECHT: SPRINGER. ISSN 1573-0905

Full text not available from this repository.

Abstract

This study raises the question what makes school texts comprehensible by analyzing whether students' genre expectations about literary or expository texts moderate the impact of different forms of text cohesion on reading comprehension, even when the texts are similar regarding their genre. 754 students (Grade 9) from comprehensive schools read one of four text versions with similar content, but different degrees of local and global text cohesion. The four more or less cohesive texts were introduced as literary texts (part of a story) or as expository texts (newspaper article), although the different genres were only purported and the texts contained both literary and expository passages. Reading comprehension was assessed with multiple-choice-items, semi-open, and open-ended questions. Results demonstrate that global cohesion was profitable for reading comprehension with expository expectations, but not with literary ones. Local text cohesion and both forms of cohesion in combination did not interact with students' genre expectations and had no main effect on comprehension. When students reading skills and prior knowledge were considered, the interaction was still apparent. Moreover, students with lower levels of reading skills tended to profit especially from texts with global cohesion, whereas the readers with higher reading skills achieved equal means in reading comprehension irrespective of the degree of global text cohesion. The findings are discussed with respect to theoretical aspects of text-reader-interactions, cognitive and emotional components of genre expectations, and the composition and instruction of comprehensible school texts.

Item Type:	Journal Article
Creators:	Creators Email ORCID ORCID Put Code Schmitz, Anke UNSPECIFIED UNSPECIFIED UNSPECIFIED Graesel, Cornelia UNSPECIFIED UNSPECIFIED UNSPECIFIED Rothstein, Bjoern UNSPECIFIED UNSPECIFIED UNSPECIFIED
URN:	urn:nbn:de:hbz:38-232884
DOI:	10.1007/s11145-016-9714-0
Journal or Publication Title:	Read. Writ.
Volume:	30
Number:	5
Page Range:	S. 1115 - 1136
Date:	2017
Publisher:	SPRINGER
Place of Publication:	DORDRECHT
ISSN:	1573-0905
Language:	English
Faculty:	Unspecified
Divisions:	Unspecified
Subjects:	no entry
Uncontrolled Keywords:	Keywords Language PRIOR KNOWLEDGE; COHERENCE; PERSPECTIVE Multiple languages Education & Educational Research; Psychology, Educational Multiple languages
Refereed:	Yes
URI:	http://kups.ub.uni-koeln.de/id/eprint/23288