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Schoor, Cornelia; Rouet, Jean-François; Britt, M. Anne – Reading and Writing: An Interdisciplinary Journal, 2023
On a daily basis, most people read about issues of interest from a diversity of sources. Moreover, the information they encounter frequently encompass discrepancies, ranging from minor inconsistencies to straight contradictions. Readers may construct coherent representations from discrepant contents by linking contents to their respective sources…
Descriptors: Reading Processes, Reading Comprehension, Information Sources, College Students
Crossley, Scott A.; Rose, Dani Francuz; Danekes, Cassondra; Rose, Charles Wesley; McNamara, Danielle S. – Reading and Writing: An Interdisciplinary Journal, 2017
This paper examines the effects of attended and unattended demonstratives on text processing, comprehension, and writing quality in two studies. In the first study, participants (n = 45) read 64 mini-stories in a self-paced reading task and identified the main referent in the clauses. The sentences varied in the type of demonstratives (i.e., this,…
Descriptors: Nouns, Phrase Structure, Form Classes (Languages), Connected Discourse
Schmitz, Anke; Gräsel, Cornelia; Rothstein, Björn – Reading and Writing: An Interdisciplinary Journal, 2017
This study raises the question what makes school texts comprehensible by analyzing whether students' genre expectations about literary or expository texts moderate the impact of different forms of text cohesion on reading comprehension, even when the texts are similar regarding their genre. 754 students (Grade 9) from comprehensive schools read…
Descriptors: Reading Comprehension, Reading Tests, Multiple Choice Tests, Connected Discourse
Rouet, Jean-François; Le Bigot, Ludovic; de Pereyra, Guillaume; Britt, M. Anne – Reading and Writing: An Interdisciplinary Journal, 2016
Three experiments investigated the role of source information (i.e., who said what) in readers' comprehension of short informational texts. Based on the Discrepancy-Induced Source Comprehension assumption (Braasch, Rouet, Vibert, & Britt, 2012), we hypothesized that readers would be more likely to make use of source information when…
Descriptors: Reading Comprehension, Information Sources, Experiments, Hypothesis Testing

Pretorius, Elizabeth J. – Reading and Writing: An Interdisciplinary Journal, 1996
Builds up a profile of causal development in 10-year-olds based on their recall of history and science texts in which the amount of causal connectivity differed. Finds that causal connections play an important role in expository text recall, and that subjects who have a strong causal profile also, generally, perform well in English. (PA)
Descriptors: Causal Models, Connected Discourse, Elementary Education, Protocol Analysis