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ERIC Number: EJ855313
Record Type: Journal
Publication Date: 2009-Oct
Pages: 28
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0922-4777
The Relation of Knowledge of Textual Integration Devices to Expository Text Comprehension under Different Assessment Conditions
Sanchez, Emilio; Garcia, J. Ricardo
Reading and Writing: An Interdisciplinary Journal, v22 n9 p1081-1108 Oct 2009
In this study we propose a theoretical construct (called "rhetorical competence") that represents the ability of readers to detect, understand, and use the "linguistic cues" or "discourse markers" that texts contain. We measure one of the three postulated components of rhetorical competence (knowledge of textual integration markers), assessing whether readers correctly interpret these markers while reading. The influence of this skill on reading competence is examined in a correlational study of 185 sixth-grade pupils (aged 11-12 years) using different assessment materials (a standardized test and an academic text) and reading conditions (habitual and aided). Multiple regression analyses of the data indicate that knowledge of textual integration devices makes a significant independent contribution to expository text comprehension under most assessment conditions when the effects of working memory, prior knowledge, and word recognition skills are controlled.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A