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Cencelj, Zvonka; Aberšek, Boris; Flogie, Andrej; Aberšek, Metka Kordigel – Journal of Baltic Science Education, 2020
Science, technology and engineering functional literacy should be developed purposely in the school system -- like any other competence, it does not develop spontaneously. For this purpose, a didactic model, the Metacognitive Model for Developing Science, Technology and Engineering Literacy (McM_T&E), was developed. Apart from acquiring…
Descriptors: Metacognition, STEM Education, Scientific Literacy, Technological Literacy
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Aberšek, Metka Kordigel; Cencel, Zvonka; Aberšek, Boris; Flogie, Andrej – International Baltic Symposium on Science and Technology Education, 2019
Technology and engineering functional literacy should be intentionally developed in the school system -- like any other competence, it does not develop spontaneously. For this purpose, a didactic model, the Metacognitive model for developing technology and engineering literacy (McM_T&E), was developed, implemented and evaluated. The results of…
Descriptors: Metacognition, STEM Education, Scientific Literacy, Technological Literacy
Swarts, Heidi; And Others – 1980
Misleading headings in documents, which make it hard for readers to find what they need, are common in many types of documents. A review of research on the importance of cues in the reading process suggests that heading miscues might seriously impair understanding. Three experiments were conducted to discover how headings cue or miscue adult…
Descriptors: Adults, Communication Problems, Cues, Expository Writing
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Spyridakis, Jan H. – Journal of Technical Writing and Communication, 1989
Reviews previous research on the effects of signals (structural cues that announce or emphasize content or reveal content relationships) on readers' comprehension of expository prose. Concludes that inconsistent results are due to inadequate methodologies that fail to control for confounding variables, such as text length and difficulty, topic…
Descriptors: Content Area Reading, Context Clues, Discourse Analysis, Expository Writing
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Spyridakis, Jan H. – Journal of Technical Writing and Communication, 1989
Investigates the role of signaling (structural cues that announce or emphasize content or reveal content relationships) in helping good readers comprehend expository text. Finds that signals do improve a reader's comprehension, particularly comprehension two weeks after the reading of a passage and comprehension of superordinate and superordinate…
Descriptors: Content Area Reading, Context Clues, Expository Writing, Higher Education
Brandt, William J. – 1970
This book has been written for those who would improve their reading of prose argumentation through practice in analyzing essays, speeches, and learned articles. Part I, "Structural Rhetoric," sets forth the structural relationship of the parts of an argument. Part II, "Textural Rhetoric," describes alterations in the interior organization of…
Descriptors: Communication (Thought Transfer), Content Area Reading, Expository Writing, Figurative Language
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Calfee, Robert; Chambliss, Marilyn – Annals of Dyslexia, 1988
The paper discusses (1) sources of difficulty in comprehending technical writing, (2) distinctions between content structure and text structure, (3) building blocks for expository writing and techniques of text design, (4) contrasts between American and Japanese science and social studies texts, and (5) suggestions for promoting comprehension.…
Descriptors: Cross Cultural Studies, Elementary Secondary Education, Expository Writing, Foreign Countries
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Mulcahy, Patricia I.; Samuels, S. Jay – Reading Psychology, 1987
Argues that comprehension is a problem-solving activity and that different problem-solving schemata exist for different types of texts, both narrative and expository. Suggests that good comprehension occurs when there is a match between the author's schemata and that of the reader, creating a dialogue between the writer and the reader. (JK)
Descriptors: Content Area Reading, Context Clues, Descriptive Writing, Expository Writing