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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
