The effect of text cohesion on reading comprehension: Under which conditions do temporal cohesion markers have an impact on comprehension?

文本衔接对阅读理解的影响：在什么条件下时间衔接标记对理解产生影响？

• 批准号: 199662729
• 负责人: Professorin Dr. Cornelia Gräsel
• 金额: --
• 依托单位: Germanistisches Institut
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2011
• 资助国家: 德国
• 起止时间: 2010-12-31 至 2013-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/199662729?language=en
• 关键词: effect; text; cohesion; reading; comprehension

During the project extension the project continues to deal with the topic how and under which circumstances text cohesion affects reading comprehension of students attending 9th class. Based on the results from the first project phase we are going to analyze two specific cohesion markers and their impact on reading comprehension: temporal adverbs and tense. Thereby the project receives stronger linguistic emphasis. One of the central results of the first project phase is that texts with higher degree of cohesion did not promote reading comprehension of students with low learning abilities. (1) Thus in a first study we analyze how readers with high or low reading abilities process texts manipulated in its degree of temporal cohesion (e.g. with thinking-aloud procedure). (2) Secondly, we experimentally investigate the isolated and combined impact of temporal adverbs and tense on reading comprehension while controlling for individual learning abilities. (3) In the third place we implement a training-study to observe if students with low learning abilities profit more from the text cohesion manipulation when they receive a specific training before. This training coordinates the relevant knowledge about cohesion markers regarding a concrete text. We estimate that the trained students profit more from the cohesion manipulations than students who did not exercise the training. With this training-study we would like to point out exemplarily that a sustained promotion of reading comprehension needs a twofold approach: a coordination of text manipulation approaches with fostering learning abilities approaches (e.g. via strategy trainings), which in the recent years mostly developed independently of each other.

在项目扩展期间，该项目继续讨论文本衔接如何以及在什么情况下影响九年级学生的阅读理解的主题。根据项目第一阶段的结果，我们将分析两个特定的衔接标记及其对阅读理解的影响：时间副词和时态。因此，该项目受到了更强烈的语言重视。第一项目阶段的主要结果之一是，具有较高衔接程度的文本并没有促进学习能力较低的学生的阅读理解。 （1）因此，在第一项研究中，我们分析了阅读能力高或低的读者如何处理在时间衔接程度上被操纵的文本（例如，通过有声思维程序）。 (2)其次，我们在控制个人学习能力的情况下，实验研究了时间副词和时态对阅读理解的单独和综合影响。 （3）第三，我们进行了一项训练研究，观察学习能力较低的学生在接受特定训练时是否从文本衔接操作中获益更多。该培训协调有关具体文本的衔接标记的相关知识。我们估计，接受过培训的学生比没有接受过培训的学生从凝聚力操作中获益更多。通过本次培训研究，我们想示例性地指出，阅读理解的持续提升需要双重方法：文本操作方法与培养学习能力方法（例如通过策略培训）的协调，近年来，这两种方法大多是相互独立发展的。