Hypertext comprehension often suffers from inadequate representation of the text's structure. Explication of the local paragraph macrostructure within each node might help to overcome this obstacle. As headings show several deficits, especially in digital text, marginalia are considered a promising alternative in signaling hypertext structure as…

Using Lautmatti's (1978) framework, this study examines the types of topic progression techniques used in 120 paragraphs written by 40 Iranian undergraduate students. Each student was asked to write three types of paragraphs; namely, those of comparison and contrast, cause-effect, and chronology. The present study investigates the relationship…

This study evaluated the effectiveness of an intervention for second graders at risk for academic failure, which taught reading comprehension embedded in social studies content. The intervention included instruction about the structure of cause/effect expository text, emphasizing clue words, generic questions, graphic organizers, and close…

Examination of the expository writing of 36 learning-disabled (LD), 36 nondisabled (matched in intelligence quotient and reading ability), and 36 normally-achieving nondisabled elementary school students indicated both grade- and group-related differences, with LD students producing more errors than low achieving nondisabled students, who produced…

In the context of classroom communication, there is a premium on the clarity of the message, and instructors will typically employ multiple linguistic cues to highlight information structure. Using a model of intonation in discourse [Brazil, D. (1986). "The communicative value of intonation in English." Birmingham, England: University of…

Explores the surface structure observed in Japanese and English spontaneous oral narratives from the perspective of subject and theme. Although both the Japanese and the English narratives employ participant identification as a major cohesive ingredient, how referring forms are used and how they contribute to discourse organization differ. (SED)

Tests the hypothesis that second language (L2) students' approach to text reflects a top-down processing strategy in contrast to first language (L1) students' approach that is more text-driven. Results confirmed L2 subjects studied the texts less efficiently than L1 subjects. (HOD)

Examines the lexis of two university students and identifies their styles and competence levels. (DF)