Key Skills for Science Learning: The Importance of Text Cohesion and Reading Ability

Autor/inn/en	Hall, Sophie Susannah; Maltby, John; Filik, Ruth; Paterson, Kevin B.
Titel	Key Skills for Science Learning: The Importance of Text Cohesion and Reading Ability
Quelle	In: Educational Psychology, 36 (2016) 2, S.191-215 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2014.926313
Schlagwörter	Connected Discourse; Reading Ability; Reading Comprehension; Accuracy; Nouns; Repetition; Self Concept; Self Esteem; Secondary School Students; Science Achievement; Secondary School Science; Foreign Countries; Self Concept Measures; Individual Differences; Reaction Time; United Kingdom (England); Nelson Denny Reading Tests; Rosenberg Self Esteem Scale + Suchen Sie Ihr Suchwort? Reading competence; Lesekompetenz; Leseverstehen; Wiederholung; Selbstkonzept; Self-esteem; Selbstaufmerksamkeit; Sekundarschüler; Ausland; Individueller Unterschied; Reaktionsvermögen
Abstract	To explore the importance of text cohesion, we conducted two experiments. We measured online (reading times) and offline (comprehension accuracy) processes for texts that were high and low cohesion. In study one (n?=?60), we manipulated referential cohesion using noun repetition (high cohesion) and synonymy (low cohesion). Students showed enhanced comprehension accuracy and faster comprehension responses for text that were high in referential cohesion. In study two (n?=?52), we examined connective text designs ("because", "and" and "no connective"). Students demonstrated enhanced reading times for text using a "because" connective. Additionally, we examined the individual differences (reading ability, science self-concept and self-esteem) as predictors of achievement with science comprehension tasks. Across both experiments reading ability predicted comprehension with both high (noun-repetition text and "and" text) and low cohesion text (synonym text and "no connective" text). These findings highlight the importance of good reading abilities and text cohesion for promoting science comprehension and learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01