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Peer reviewedSmith, Judith; Elkins, John – International Journal of Disability, Development and Education, 1992
A study found that both paradigmatic and syntagmatic aspects of text were important for signifying meaning of text in the reading comprehension of 102 Australian students at 3 age levels (10, 12, and 14 years). Underlying comprehension problems was a lack of prior experience of text topics. Reading preparation through developing shared meanings is…
Descriptors: Advance Organizers, Coherence, Elementary Secondary Education, Knowledge Level
Peer reviewedMeyer, Bonnie J. F. – Topics in Language Disorders, 2003
This article discusses how text variables interact with reader, strategy, and task variables to affect readability, including text coherence, text organization, signaling, and text structure. It considers how classic readability formulas, in concert with consideration of text, text reader, and strategy variables, can be used to match texts to…
Descriptors: Coherence, Dyslexia, Elementary Secondary Education, Language Impairments
Peer reviewedMcNamara, Danielle S.; And Others – Cognition and Instruction, 1996
Two experiments investigated the role of text coherence in junior high school students' comprehension of science texts. Found that text coherence improved readers' comprehension, but also that giving readers with sufficient background knowledge an incoherent text that forced them to infer unstated relations engaged them in compensatory processing,…
Descriptors: Coherence, Content Area Reading, Elementary Secondary Education, Inferences
