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Key skills for science learning: the importance of text cohesion and reading ability

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journal contribution
posted on 2016-01-20, 16:47 authored by Sophie Susannah H Hall, John Maltby, Ruth Filik, Kevin B. Paterson
To explore the importance of text cohesion, we conducted two experiments. We measured online (reading times) and offline (comprehension accuracy) processes for texts that were high and low cohesion. In study one (n = 60), we manipulated referential cohesion using noun repetition (high cohesion) and synonymy (low cohesion). Students showed enhanced comprehension accuracy and faster comprehension responses for text that were high in referential cohesion. In study two (n = 52), we examined connective text designs (‘because’, ‘and’ and ‘no connective’). Students demonstrated enhanced reading times for text using a ‘because’ connective. Additionally, we examined the individual differences (reading ability, science self-concept and self-esteem) as predictors of achievement with science comprehension tasks. Across both experiments reading ability predicted comprehension with both high (noun-repetition text and ‘and’ text) and low cohesion text (synonym text and ‘no connective’ text). These findings highlight the importance of good reading abilities and text cohesion for promoting science comprehension and learning.

History

Citation

Educational Psychology , 2016 Vol. 36(2), pp. 191 – 215

Author affiliation

/Organisation/COLLEGE OF MEDICINE, BIOLOGICAL SCIENCES AND PSYCHOLOGY/MBSP Non-Medical Departments/Neuroscience, Psychology and Behaviour

Version

  • AM (Accepted Manuscript)

Published in

Educational Psychology

Publisher

Taylor & Francis (Routledge)

issn

0144-3410

eissn

1469-5820

Copyright date

2014

Available date

2016-01-20

Publisher version

http://www.tandfonline.com/doi/full/10.1080/01443410.2014.926313

Language

en

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