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

在项目扩展期间，项目继续探讨语篇衔接如何以及在何种情况下影响第9班学生的阅读理解。基于第一个项目阶段的结果，我们将分析两个具体的衔接标记及其对阅读理解的影响：时间副词和时态。因此，该项目在语言上得到了更大的重视。第一个项目阶段的核心结果之一是，衔接程度较高的语篇并没有促进学习能力较低的学生的阅读理解。(1)因此，在第一个研究中，我们分析了阅读能力高或低的读者如何在其时间衔接程度上处理语篇(例如，在有声思维过程中)。(2)其次，在控制个体学习能力的情况下，实验考察了时间副词和时态对阅读理解的单独和联合影响。(3)第三，我们实施了一项培训研究，观察学习能力较低的学生在接受特定培训后，是否从语篇衔接操作中获益更多。这种训练协调了关于具体语篇的衔接标记的相关知识。我们估计，受过训练的学生比没有参加训练的学生从衔接操作中获益更多。通过这项培训研究，我们想示范地指出，持续提高阅读理解能力需要两种方法：文本处理方法和培养学习能力的方法(例如通过策略培训)相结合，这两种方法近年来大多是相互独立发展的。

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.