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Peer reviewed Peer reviewed
ERIC Number: EJ415361
Record Type: CIJE
Publication Date: 1987
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1046-3364
Unskilled College Readers' Comprehension of Connected and Disconnected Text.
Brozo, William G.; Brozo, Carol L.
Research & Teaching in Developmental Education, v4 n1 p21-26 Fall 1987
Describes a study designed to determine the differential effects of text with and without logical linguistics connectives (e.g., because, since, as a result) on developmental college readers' comprehension. Results strongly suggest that text with explicit connectives facilitates readers' ability to make inferences. Discusses implications for instruction. (DMM)
Descriptors: Connected Discourse, Function Words, Higher Education, Readability, Reading Comprehension, Reading Instruction, Remedial Reading, Syntax
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Available from New York College Learning Skills Association, Developmental Studies Division, Community College of the Finger Lakes, Canadaigua, NY 14424 ($20.00 per volume).