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ERIC Number: ED465180
Record Type: Non-Journal
Publication Date: 2002
Pages: 75
Abstractor: N/A
Reference Count: N/A
The Reader Effect (Instruction/Awareness of Text Structure) and Text Effect (Well-Structured vs. Bad-Structured Texts) on First and Second/Foreign Language Reading Comprehension and Recall--What Does Research Teach Us?
Chang, Carrie
This paper first gives a brief chronological overview of reading theory development and a short introduction to schema theory, and then comprehensively reviews, comments, and synthesizes research-based studies, published between 1980 and 2002, that examined the effect of text structure (reader effect and text effect) on L1 and L2 reading comprehension and recall. Factors that have shown to have the potential to intervene research results are discussed and an interactive reading model of formal schema is proposed. Suggestions for educators and future research are also made. (Contains 91 references, and 2 tables and 3 figures of data.) (Author/RS)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A