Signals and reading comprehension - theory and practice  

Oleh:

Chung, Jenny S.L.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: SYSTEM: An International Journal of Educational Technology and Applied Linguistics (Full Text) vol. 28 no. 2 (Jun. 2000), page 247-259.
Topik: Cohesion; Coherence; English as a second language; Reading comprehension; Conjunctions; Lexical signals
Fulltext: Chung_Jenny_S.L.pdf (123.92KB)

Isi artikel

This paper describes an investigation of the e?ects of logical connectives and paragraph headings on reading comprehension among 577 Hong Kong Secondary 6 students who learn English as a second language. An English reading comprehension test was used to allocate subjects into one of the three performance groups: High, Medium and Low. The test instru- ments used to discriminate between the di?erent groups contained `normal' signals. In the signal studies, four versions of authentic text were produced. Version 1 was a non-signalled passage. Versions 2, 3, and 4 were embedded with logical connectives, paragraph headings and these two signals in combination. All four versions had the same content and the same level of diculty. Results show that those poorest in reading comprehension (Low Perfor- mance Group) bene®ted from signals during the reading. All signals contributed to reading comprehension except for logical connectives, which did not aid microstructure under- standing. The discussion of results includes implications for the teaching of reading to poor readers.

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