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

在项目延伸期间，该项目继续探讨文本衔接如何以及在何种情况下影响初班学生的阅读理解。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，该项目得到了更强的语言强调。第一个项目阶段的一个核心结果是，衔接程度较高的文本并没有促进低学习能力学生的阅读理解。(1)因此，在第一项研究中，我们分析了高阅读能力和低阅读能力的读者如何处理文本的时间衔接程度（例如，通过大声思考过程）。(2)其次，在控制个体学习能力的情况下，实验研究了时间副词和时态对阅读理解的单独和联合影响。(3)第三，我们实施了一项训练研究，观察低学习能力的学生在接受特定训练之前是否从语篇衔接操作中获益更多。本课程将协调具体文本中衔接标记的相关知识。我们估计，经过训练的学生比没有进行训练的学生从衔接操作中获益更多。通过这项训练研究，我们想举例指出，持续促进阅读理解需要两方面的方法：文本操作方法和培养学习能力方法（例如，通过策略训练）的协调，这两种方法近年来大多是相互独立的。

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.