The Reader Effect (Instruction/Awareness of Text Structure) and Text Effect (Well-Structured vs. Bad-Structured Texts) on First and Second/Foreign Language Reading Comprehension and Recall--What Does Research Teach Us?

The Reader Effect (Instruction/Awareness of Text Structure) and Text Effect (Well-Structured vs. Bad-Structured Texts) on First and Second/Foreign Language Reading Comprehension and Recall--What Does Research Teach Us?

This paper first gives a brief chronological overview of reading theory development and a short introduction to schema theory, and then comprehensively reviews, comments, and synthesizes research-based studies, published between 1980 and 2002, that examined the effect of text structure (reader effec...

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Bibliographische Detailangaben
1. Verfasser: Chang, Carrie
Format: Report
Sprache:eng
Schlagworte:
Elementary Secondary Education
Literature Reviews
Reading Comprehension
Reading Research
Reading Strategies
Recall (Psychology)
Research Needs
Schema Theory
Second Language Learning
Text Structure
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Zusammenfassung:This paper first gives a brief chronological overview of reading theory development and a short introduction to schema theory, and then comprehensively reviews, comments, and synthesizes research-based studies, published between 1980 and 2002, that examined the effect of text structure (reader effect and text effect) on L1 and L2 reading comprehension and recall. Factors that have shown to have the potential to intervene research results are discussed and an interactive reading model of formal schema is proposed. Suggestions for educators and future research are also made. (Contains 91 references, and 2 tables and 3 figures of data.) (Author/RS)