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Clinton, Virginia; Taylor, Terrill; Bajpayee, Surjya; Davison, Mark L.; Carlson, Sarah E.; Seipel, Ben – Reading and Writing: An Interdisciplinary Journal, 2020
Inferential comprehension is necessary to connect ideas in a text together in a meaningful manner. There have been multiple studies on inferential comprehension involving texts of different genres (narrative and expository), but not a coherent overview of the findings of inferential comprehension by genre. The purpose of this study is to provide a…
Descriptors: Inferences, Reading Comprehension, Expository Writing, Meta Analysis
Bar-Zvi Shaked, Karin; Shamir, Adina; Vakil, Eli – Reading and Writing: An Interdisciplinary Journal, 2020
The inclusion of technology in schools, coupled with the importance of promoting reading for students with difficulties in particular, has increased the need for investigating processes that support reading and reading comprehension. The present study therefore focuses on the characteristics of reading from an educational digital book containing…
Descriptors: Eye Movements, Technology Integration, Teaching Methods, Reading Comprehension
Sánchez, Emilio; García, J. Ricardo; Bustos, Andrea – Reading and Writing: An Interdisciplinary Journal, 2017
Many studies have demonstrated the facilitating role of rhetorical devices in text comprehension, but there are also studies where rhetorical devices have not shown such effect. The present study sets out to explore whether readers' knowledge of rhetorical devices (that is, rhetorical competence) moderates their effectiveness beyond general…
Descriptors: Expository Writing, Reading Comprehension, Grade 6, Grade 7

Degand, Liesbeth; Sanders, Ted – Reading and Writing: An Interdisciplinary Journal, 2002
Investigates the impact of causal discourse markers (connectives and signaling phrases) on the comprehension of expository texts in a first language (L1) and a second language (L2). Indicates that readers benefit from the presence of causal relational markers both in L1 and in L2. Discusses implications for (theories of) text processing as well as…
Descriptors: Expository Writing, Higher Education, Reading Comprehension, Reading Research

Spring, Carl; Prager, James – Reading and Writing: An Interdisciplinary Journal, 1992
Compares community college students who had been trained in identifying the main idea of a text to a no-treatment group and an alternative treatment group. Finds that the experimental group scored higher than control groups on main-idea identification and free recall of main ideas but not on supporting details. Discusses implications for classroom…
Descriptors: Community Colleges, Expository Writing, Instructional Effectiveness, Reading Comprehension