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Towards Text Simplification for Poor Readers with Intellectual Disability: When Do Connectives Enhance Text Cohesion?

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Title: Towards Text Simplification for Poor Readers with Intellectual Disability: When Do Connectives Enhance Text Cohesion?
Language: English
Authors: Fajardo, Inmaculada, Tavares, Gema, Avila, Vicenta
Source: Research in Developmental Disabilities: A Multidisciplinary Journal. Apr 2013 34(4):1267-1279.
Availability: Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Peer Reviewed: Y
Physical Description: PDF
Page Count: 13
Publication Date: 2013
Document Type: Journal Articles
Reports - Research
Descriptors: Familiarity, Mental Retardation, Reading Difficulties, Reading Strategies, Academic Accommodations (Disabilities), Reading Comprehension, Inferences, Teaching Methods, Instructional Effectiveness
DOI: 10.1016/j.ridd.2013.01.006
ISSN: 0891-4222
Abstract: Cohesive elements of texts such as connectives (e.g., "but," "in contrast") are expected to facilitate inferential comprehension in poor readers. Two experiments tested this prediction in poor readers with intellectual disability (ID) by: (a) comparing literal and inferential text comprehension of texts with and without connectives and/or high frequency content words (Experiment 1) and (b) exploring the effects of type and familiarity of connectives on two-clause text comprehension by means of a cloze task (Experiment 2). Neither the addition of high frequency content words nor connectives in general produced inferential comprehension improvements. However, although readers with ID were less likely to select the target connective in the cloze task than chronologically age-matched readers (mean age = 21 years) in general, their performance was affected by the type of connective and its familiarity. Familiarity had a facilitative effect for additive and contrastive connectives, but interfered in the case of temporal and causal connectives. The average performance of a reading level-matched control group (typically developing children) was similar to the group of readers with ID although the pattern of interaction between familiarity and type of connectives varied between groups. The implications of these findings for the adaptation of texts in special education contexts are discussed. (Contains 2 tables.)
Abstractor: As Provided
Entry Date: 2013
Accession Number: EJ1007975
Database: ERIC
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  Data: 10.1016/j.ridd.2013.01.006
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  Data: Cohesive elements of texts such as connectives (e.g., "but," "in contrast") are expected to facilitate inferential comprehension in poor readers. Two experiments tested this prediction in poor readers with intellectual disability (ID) by: (a) comparing literal and inferential text comprehension of texts with and without connectives and/or high frequency content words (Experiment 1) and (b) exploring the effects of type and familiarity of connectives on two-clause text comprehension by means of a cloze task (Experiment 2). Neither the addition of high frequency content words nor connectives in general produced inferential comprehension improvements. However, although readers with ID were less likely to select the target connective in the cloze task than chronologically age-matched readers (mean age = 21 years) in general, their performance was affected by the type of connective and its familiarity. Familiarity had a facilitative effect for additive and contrastive connectives, but interfered in the case of temporal and causal connectives. The average performance of a reading level-matched control group (typically developing children) was similar to the group of readers with ID although the pattern of interaction between familiarity and type of connectives varied between groups. The implications of these findings for the adaptation of texts in special education contexts are discussed. (Contains 2 tables.)
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