Simplifying informational text structure for struggling readers.
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| Title: | Simplifying informational text structure for struggling readers. |
|---|---|
| Authors: | Arfé, Barbara1 barbara.arfe@unipd.it, Mason, Lucia1, Fajardo, Inmaculada2 |
| Source: | Reading & Writing. Nov2018, Vol. 31 Issue 9, p2191-2210. 20p. |
| Subject Terms: | *Exposition (Rhetoric), *Reading comprehension ability testing, *Struggling readers, *Corrective reading, *Educational intervention, *Cohesion (Linguistics) |
| Abstract: | Direct instruction of reading strategies, such as the ‘structure strategy’, is demonstrated to be effective for the development of more mature and skilled reading processes in struggling readers. This instructional intervention approach, aimed at directly improving reading ability, can be used in combination with text simplification. Text simplification is the modification of the text in order to make it more understandable or readable for target groups of readers. In this article, we discuss a theoretically-driven text simplification approach, inspired by cognitive models of reading comprehension. Differently from classical approaches to linguistic text simplification, the aim of cognitive text simplification is not simply to reduce the linguistic complexity of the text, but to improve text coherence and the structure of information in the text. This can be achieved by using rhetorical devices, like signaling or discourse markers, which specify relationships among ideas at a global level (macrostructural) and work as processing instructions for the reader, scaffolding reading comprehension. The goal of this paper is to discuss, in light of the literature, the effectiveness of these adaptations for improving struggling readers’ understanding and learning from informational texts. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 132399423 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=132399423 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11145-017-9785-6 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 2191 Subjects: – SubjectFull: Exposition (Rhetoric) Type: general – SubjectFull: Reading comprehension ability testing Type: general – SubjectFull: Struggling readers Type: general – SubjectFull: Corrective reading Type: general – SubjectFull: Educational intervention Type: general – SubjectFull: Cohesion (Linguistics) Type: general Titles: – TitleFull: Simplifying informational text structure for struggling readers. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Arfé, Barbara – PersonEntity: Name: NameFull: Mason, Lucia – PersonEntity: Name: NameFull: Fajardo, Inmaculada IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 09224777 Numbering: – Type: volume Value: 31 – Type: issue Value: 9 Titles: – TitleFull: Reading & Writing Type: main |
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