NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
ERIC Number: EJ608346
Record Type: Journal
Publication Date: 2000
Pages: N/A
Abstractor: N/A
ISSN: ISSN-0018-1560
Genre Effects on Higher Education Students' Text Reading for Understanding.
Francis, Hazel; Hallam, Susan
Higher Education, v39 n3 p279-96 Apr 2000
Twenty-two graduate students in education at a British university read, answered written questions, and then discussed four text extracts from different genres (literary, theoretical, research, and statistical). Results of this study and a follow-up survey of 39 similar students suggested that text genre is a major factor in perceived difficulty of student text comprehension. Implications for instruction are drawn. (DB)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom