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Vidal-Abarca, Eduardo; Sanjose, Vicente – Learning and Instruction, 1998
The role played on shallow and deep levels of comprehension by text changes aimed at improving relationships within text ideas or producing better links with the reader's knowledge were studied with 67 Spanish 10th graders. Both textual changes contributed separately to recall, but problem solving increased only when the two were presented…
Descriptors: Foreign Countries, Grade 10, High School Students, High Schools

Jones, Ithel – Journal of Computing in Childhood Education, 1998
Examined the extent to which kindergartners used computer speech during narrative writing and the relationship between this use and the linguistic properties of their written products. Found that length of text, grammatical cohesion, and lexical density were strongly associated with use of computer-generated spoken feedback. Narrative types and…
Descriptors: Childrens Writing, Computer Uses in Education, Educational Technology, Feedback

Jan Schellens, Peter; De Jong, Menno – Journal of Business and Technical Communication, 1997
Describes a small-scale experiment in which five professional writers were asked to revise brochure fragments based on the feedback from readers. Discusses the type of feedback collected from readers and how the experiment focused on the revision phase following formative text evaluation. (SG)
Descriptors: Audience Awareness, Feedback, Formative Evaluation, Higher Education

Guzzetti, Barbara J. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2000
Integrates findings from qualitative and quantitative research in conceptual change that investigated text and text-based strategies. Emphasizes findings that have direct implications for instructional research and practice: (1) refutational text is not sufficient to produce conceptual change; (2) discussion of refutational text must be…
Descriptors: Elementary Secondary Education, Literature Reviews, Misconceptions, Reader Text Relationship

Dole, Janice A. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2000
Examines reader and text variables related to conceptual change learning from science textbooks. Shows it is difficult to change readers' prior knowledge by reading texts that are inconsistent with that knowledge, but refutation text was shown to impact students' prior knowledge when that knowledge contained naive scientific conceptions. Addresses…
Descriptors: Elementary Secondary Education, Misconceptions, Prior Learning, Reader Text Relationship

Baker, William H. – Business Communication Quarterly, 2001
Describes an approach to teaching students a basic design process for routine business documents like memos, letters, and reports. Outlines the design principles of HATS (Headings, Access, Typography, and Spacing), how they apply in before-and-after fashion to various documents, and discusses an assignment in which students redesign an existing…
Descriptors: Business Communication, Business Correspondence, Class Activities, Design

LaSpina, James Andrew – Language Arts, 2001
Considers how textual and digital visual worlds come together to create new ways of thinking about text and the nature of representation. Compares the graphic space of the printed page and the digital space of screen displays. Argues that each of these two mediums supports a distinctive yet vital way of thinking and that neither can be dispensed…
Descriptors: Cognitive Processes, Electronic Text, Elementary Secondary Education, Language Processing

Ediger, Marlow – Reading Improvement, 1999
Claims students can become better readers and writers by acquiring knowledge of the structure of the English language and developing skill in using the language. Discusses strategies for helping students to recognize five sentence patterns, and learn how to expand sentences. (NH)
Descriptors: English, Language Skills, Reading Improvement, Reading Skills
McCrudden, Matthew; Schraw, Gregory; Hartley, Kendall; Kiewra, Kenneth – Journal of Experimental Education, 2004
This research compared high-load and low-load versions of a text by manipulating text presentation, text organization, and example context on measures of fact and concept learning. The low-load text presentation variable enhanced fact and concept learning and post-reading ease of comprehension ratings. The low-load text organization variable led…
Descriptors: Reading Comprehension, Comparative Analysis, Text Structure, Concept Formation
Linderholm, Tracy; Virtue, Sandra; Tzeng, Yuhtsuen; van den Broek, Paul – Discourse Processes: A Multidisciplinary Journal, 2004
In this investigation, we examine the availability of text elements over the course of reading a text. We describe the Landscape model (van den Broek, Young, Tzeng, & Linderholm, 1999) that captures, in one theoretical framework, multiple cognitive processes during reading and the resulting fluctuating activations of text elements. To demonstrate…
Descriptors: Cognitive Processes, Reading Strategies, Educational Theories, Reading Motivation
Williams, Joanna P.; Hall, Kendra M.; Lauer, Kristen D. – Exceptionality, 2004
Expository text is often neglected in the elementary school curriculum even though most of the reading that children do in school is of that type. Most of the research that demonstrates the importance of text structure in reading comprehension and the benefits that accrue from instruction in text structure deals with children at or above the 4th…
Descriptors: Expository Writing, Elementary School Curriculum, Reading Comprehension, Text Structure
Ansary, Hasan; Babaii, Esmat – RELC Journal: A Journal of Language Teaching and Research, 2005
One fruitful line of research has been to explore the local linguistic as well as global rhetorical patterns of particular genres in order to identify their recognizable structural identity, or what Bhatia (1999: 22) calls "generic integrity". In terms of methodology, to date most genre-based studies have employed one or the other of Swales'…
Descriptors: Discourse Analysis, Integrity, Newspapers, Editing
Maun, Ian – Language Awareness, 2006
This paper examines visual and affective factors involved in the reading of foreign language texts. It draws on the results of a pilot study among students of post-compulsory school stage studying French in England. Through a detailed analysis of students' reactions to texts, it demonstrates that the use of "authentic" documents under…
Descriptors: Foreign Countries, Reader Response, Foreign Language Books, Reading
Rasinski, Timothy; Padak, Nancy – 1996
Most instructional efforts in literacy education are aimed at helping learners acquire literacy skills and strategies that will enable them to deal with any text. Readers learn to read by reading, however, so it is important that readers have successful experiences with reading. Success can be fostered by careful selection of reading materials.…
Descriptors: Adult Basic Education, Adult Literacy, Adult Students, Instructional Materials
Beck, Isabel L.; And Others – 1997
Noting that elementary-school students often fail to understand many of the ideas presented in school textbooks, this book presents the Questioning the Author (QtA) strategy, which is designed to establish student interactions with text and build greater understanding by teaching students to question the ideas presented in the text while they are…
Descriptors: Classroom Techniques, Discussion (Teaching Technique), Elementary Education, Questioning Techniques