Understanding signals and reading comprehension
This paper explores the issues of signals and reading comprehension. A study was made of the effect of logical connectives and paragraph headings on the reading comprehension of 577 Hong Kong Secondary 6 students learning English as a Second Language. A reading comprehension placement test with normal signals was used to create three ability groups. Four versions of a text were then produced. Version 1 was a non-signalled passage; versions 2, 3, and 4 were embedded with logical connectives, paragraph headings and these two signals in combination. All four versions had the same content and level of difficulty. All signals contributed to reading comprehension for the Low Ability Group except for logical connectives, which did not aid microstructure understanding. Implications for the teaching of reading to poor readers are discussed.
Published online: 01 January 2000
Allison, D., S. Varghese, and S.M. Wu
De Beaugrande, R.
Britton, B.K., S.M. Glynn, B.J F. Meyer and M.J. Penland
Charrow, V.R. and J.C. Redish
Connor, U. and A.M. Johns
Davidson, J.E., R. Deuser, and R.J. Sternberg
Geva, E. and E.B. Ryan
Glaser, R. and J.W. Pellegrino
Hartley, J., J. Kenely, G. Owen, and M. Trueman
Heath, R.L. and J. Bryant
Holley, C. D., D.F. Dansereau, S.H. Evans, K.W. Collins, L. Brooks and D. Larson
Kintsch, W. and T.A. van Dijk
Loman, N.L. and R.E. Mayer
Marshall, N. and M.D. Glock
Meyer, B.J.F., D.M. Brandt, and G.J. Bluth
Spyridakis, J.H. and T.C. Standal
Cited by 2 other publications
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