Does rhetorical competence moderate the effect of rhetorical devices on the comprehension of expository texts beyond general comprehension skills?

Sánchez, Emilio; García, J. Ricardo; Bustos, Andrea

doi:10.1007/s11145-016-9684-2

Cited by 18 publications

(19 citation statements)

References 64 publications

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“…Although the specific variance explained by rhetorical competence was small, this does not detract from its importance in expository text comprehension because its contribution was evident over and above both word reading and our measure of integration/inference skills, both significant predictors of reading comprehension performance in this age group Language and Reading Research Consortium & Logan, 2017). In particular, our findings show that organizational signals and refutation cues (not only anaphors) can be used to promote comprehension and learning from texts even in young readers, extending knowledge gained from studies of older participants (Alvermann & Hague, 2001;Diakidoy et al, 2003;Kendeou, Muis, & Fulton, 2011;Kendeou & van den Broek, 2007;Sánchez et al, 2017).…”

Section: Please Insert Table 5 About Heresupporting

confidence: 71%

“…In this sense, rhetorical competence can be understood as an auxiliary skill that can enhance the use of reading strategies. Rhetorical competence moderates the impact of rhetorical devices for sixth and seventh grade readers: those with good levels of rhetorical competence benefit more from the presence of rhetorical devices to understand a challenging expository text relative to those with poor rhetorical competence over and above the influence of word decoding, working memory, general comprehension skills, and prior knowledge (Sánchez, García, & Bustos, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Cross-sectional study of the contribution of rhetorical competence to children's expository texts comprehension between third- and sixth-grade

García

Sanchez

Cain

et al. 2019

Learning and Individual Differences

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Readers' rhetorical competence is related to reading comprehension and moderates the impact of rhetorical devices in expository texts. In this cross-sectional study, we examine the differences in four measures of rhetorical competence (knowledge of anaphors, organizational signals, refutations, and a total score) in grades three through to six, we determine its contribution to expository text comprehension after controlling the effect of a wide set of linguistic and cognitive variables, and we study whether this contribution is moderated by grade or any of our control variables. First, although we found evidence for some level of rhetorical competence at early ages, data suggest that rhetorical competence development takes many years. Second, we found that knowledge of some rhetorical devices is acquired before knowledge of others. Finally, rhetorical competence was a unique predictor of expository text comprehension, and its influence was evident regardless of grade and all of the control variables. Most research on rhetorical competence concerns students at the end of the primary school or older. This is surprising given that, typically from third grade, children are expected to learn from expository texts across a wide range of subject matter (Best et al., 2008). For this reason, we conducted a cross-sectional study of Spanish students to determine how rhetorical competence develops and its role in the comprehension of expository texts during the elementary school years. The aims of this study were: (1) to describe Spanish students' rhetorical competence from grade three (8-9 years) to six (11-12 years), (2) to determine whether rhetorical competence makes a unique contribution to children's comprehension of expository text in this age range, Rhetorical competence and expository text comprehension in primary 4 above and beyond variables known to be strongly related to comprehension (namely word decoding, integration/inference skills, prior knowledge, and working memory), and (3) to examine whether the contribution of rhetorical competence to expository text comprehension was moderated by grade, or the other variables outlined above. 1.1. Rhetorical devices and rhetorical competence Rhetorical devices are signals that work as ''potential processing instructions'' for understanding the meaning of a discourse without affecting its organization or

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Section: Please Insert Table 5 About Heresupporting

confidence: 71%

Section: Introductionmentioning

confidence: 99%

Cross-sectional study of the contribution of rhetorical competence to children's expository texts comprehension between third- and sixth-grade

García

Sanchez

Cain

et al. 2019

Learning and Individual Differences

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“…However, the second broad component of the SVR equation, oral language, has remained imprecisely defined (Adlof et al., ; Compton & Pearson, ; Language and Reading Research Consortium, ; LaRusso et al., ). In Spanish, language skills have been only minimally investigated for adolescent readers (García et al., ; Mata et al., ; Morales et al., ; Sánchez et al., , ; Sánchez & García, ). The second line of evidence comes from ethnographic and functional linguistics research.…”

Section: The Contribution Of Core Academic‐language Skills To Readingmentioning

confidence: 99%

“…In other countries and languages, vocabulary knowledge and additional language skills have been shown to play an increasingly important role in predicting reading comprehension starting around fourth grade (Adlof, Perfetti, & Catts, ; Barr & Uccelli, ; Compton & Pearson, ; Connor, ; Geva & Farnia, ; LaRusso et al., ; Uccelli, Barr, et al., ; Uccelli & Meneses, ; Uccelli, Phillips Galloway, Barr, Meneses, & Dobbs, ). In Spanish, however, most studies have focused on decoding and fluency during the early elementary years, with minimal research on the role of language skills in predicting adolescents’ text comprehension abilities (García et al., ; Mata, Gallego, & Mieres, ; Morales, Verhoeven, & van Leeuwe, ; Sánchez & García, ; Sánchez, García, & Bustos, ; Sánchez, González, & García, ). The present study examines the contribution of academic vocabulary and additional high‐utility cross‐disciplinary academic‐language skills to reading comprehension in Chilean monolingual Spanish‐speaking adolescents (grades 4–8), controlling for grade, school factors, and word‐reading fluency.…”

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confidence: 99%

Academic Language as a Predictor of Reading Comprehension in Monolingual Spanish‐Speaking Readers: Evidence From Chilean Early Adolescents

Meneses

Uccelli²,

Santelices

et al. 2017

Reading Research Quarterly

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Although literacy achievement has improved in Chile, adolescents’ underperformance in reading comprehension is still a serious concern. In English, core academic‐language skills (CALS) have been found to significantly predict reading comprehension, even controlling for academic vocabulary knowledge. CALS are high‐utility language skills that support reading comprehension across school content areas. Guided by an operational definition of Spanish CALS (S‐CALS), three goals drove this study: to develop two psychometrically reliable tests, the S‐CALS Instrument and the Spanish Academic Vocabulary (S‐AVoc) Test; to explore the dimensionality of core academic‐language proficiencies, as measured by these two tests; and to examine the contribution of core academic‐language proficiencies to reading comprehension. A cross‐sectional sample of 810 Chilean students (grades 4–8) participated in four assessments that measured standardized reading comprehension, word‐reading fluency, Spanish academic vocabulary, and S‐CALS. Using classical test theory and item response theory analyses, results yielded robust reliability evidence for both instruments. Consistent with prior research, S‐CALS and academic vocabulary scores displayed upward trends in higher grades yet considerable within‐grade variability. Confirmatory factor analysis revealed that S‐CALS and S‐AVoc were best conceptualized as part of a higher order construct, the Spanish core academic‐language and vocabulary skills (S‐CALVS). The aggregated S‐CALVS scores predicted reading comprehension, beyond the contribution of grade, school factors, and word‐reading fluency. This study advances our scientific understanding of CALS as relevant for adolescent literacy beyond the English language. The high‐utility school‐relevant language and vocabulary skills offer promising tools to inform and evaluate innovative reading comprehension interventions for Spanish‐speaking adolescents.

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“…McNamara et al (2011) indicated that narrative-argumentative texts are more challenging than informative texts, which is crucial for gifted students. Sánchez et al (2016) stated that if the text is organized in a scientific process narratively, students performed better in attending to the text than students who read authoritative text.…”

Section: Intra-text Cohesion (Innermodal Relations)mentioning

confidence: 99%

To What Extent Do Teachers of Gifted Students Identify Inner and Intermodal Relations in Knowledge Representation?

Gül

Çoştu

2021

msd

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Gifted students get bored of reading authoritative and descriptive multimodal texts. They need coherent, explanatory, and interactive texts. Moreover, because of the pandemic, gifted students took courses online, and teachers had to conduct their lessons on digital online tools with multimodal representations. They posted supplementary teaching materials as multimodal texts to the students. Hence, teachers of gifted students should pay attention to inner and intermodal relations to meet the needs of gifted students and support their learning experience. The research aims at examining to what extent teachers of gifted students identify inner and intermodal relations because before designing these relations, the teacher should recognize these types of relations. The educational descriptive case study was applied. Six experienced primary school teachers were involved. The data were analyzed via content analysis. The results showed that teachers just identified the primitive level of inner and intermodal relations. The conclusion can be drawn that several educational design research should be increased to construct professional development courses for teachers about this issue. Learning and applying inner and intermodal relations are crucial for teachers of gifted students, in addition to having curiosity, they have a high cognitive level in different areas, thus they demand advanced forms of multimodal texts.

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Does rhetorical competence moderate the effect of rhetorical devices on the comprehension of expository texts beyond general comprehension skills?

Cited by 18 publications

References 64 publications

Cross-sectional study of the contribution of rhetorical competence to children's expository texts comprehension between third- and sixth-grade

Cross-sectional study of the contribution of rhetorical competence to children's expository texts comprehension between third- and sixth-grade

Academic Language as a Predictor of Reading Comprehension in Monolingual Spanish‐Speaking Readers: Evidence From Chilean Early Adolescents

To What Extent Do Teachers of Gifted Students Identify Inner and Intermodal Relations in Knowledge Representation?

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