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The Effect of Prereading, Rhetorically-Oriented Frameworks on the Recall of Two Structurally Different Expository Texts

Published online by Cambridge University Press:  07 November 2008

James F. Lee and
Gail L. Riley
James F. Lee
Affiliation:
University of Illinois, Urbana-Champaign
Gail L. Riley
Affiliation:
University of Illinois, Urbana-Champaign
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Abstract

Research in both first and second language reading has undertaken the study of discourse structure and the influence of the rhetorical organization of the text on readers' passage comprehension. A considerable amount of research has also examined the effect of text adjuncts of various kinds on passage comprehension. The present study explored the effect of providing novice foreign language readers information about the rhetorical structure of an expository text as a text adjunct. Two passages were tested under each of three conditions: no framework, minimal framework, and expanded framework. Results indicate that an expanded framework is an effective text adjunct for the comprehension of expository prose.

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Type
Articles
Information
Studies in Second Language Acquisition , Volume 12 , Issue 1 , March 1990, pp. 25 - 41
Copyright
Copyright © Cambridge University Press 1990

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