Intersentential Processes in Reading Comprehension

Kibby, Michael W.

doi:10.1080/10862968009547383

Cited by 23 publications

(13 citation statements)

References 24 publications

(31 reference statements)

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“…This difference between cohesive item types in sensitivity to local redundancy also helps explain why Kibby (1980) and Shanahan, et al (1982) did not find content words to be more sensitive to the disruption of intersentence organization than function words. Since some items from the lexical and referential cohesive types could be found in each of the content and function word categories, it is possible that important distinctions between cohesion item types were obscured by lumping them together in these two broad categories.…”

Section: Discussionmentioning

confidence: 83%

Readers' Awareness of Cohesive Relationships during Cloze Comprehension

Bridge

Winograd

1982

Journal of Reading Behavior

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Ninth grade good and poor readers completed a cloze passage in which words involved in three kinds of cohesive relationships (referential, conjunctive, and lexical) had been systematically deleted. The subjects were asked to read the passage orally, supply the missing words, and think aloud about the reasons for supplying each cloze deletion. Results indicated that subjects were aware of the cohesive relationships in text and that they generally used these relationships to help them supply the missing cloze items. More importantly, the results indicated that subjects varied their use of intrasentential and intersentential information based upon the type of cohesion involved in the cloze. The results of this study are first discussed in terms of the debate over whether or not cloze is sensitive to intersentential processing and then in terms of the use of cloze as an instructional technique in the classroom.The purpose of this study was to investigate differences between good and poor readers' awareness of the cohesive relationships which exist within a text and which make that text a unified whole rather than a collection of unrelated sentences. Halliday and Hasan (1976, p.4) explain that "the concept of cohesion is a semantic one [which] refers to relations of meaning that exist within a text, and that define it as a text." Cohesion exists when the interpretation of one textual element depends upon the interpretation of another element within the same text. The cohesive relationship is termed a tie and requires the presence of both a referring item and its referent. The cohesive ties described by Halliday and Hasan involve between-sentence cohesion rather than within-sentence cohesion. Intrasentence cohesion is primarily determined by the rules of grammatical structure which hold for sentences; whereas, intersentence cohesion is achieved by cohesive ties which integrate semantic relationships across sentence boundaries.

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Section: Discussionmentioning

confidence: 83%

Readers' Awareness of Cohesive Relationships during Cloze Comprehension

Bridge

Winograd

1982

Journal of Reading Behavior

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“…Second grade close test results were related to two of the spelling variables, vocabulary, and syntactic complexity, while the comprehension test was related to some of the story grammar variables as well. This would be expected given the word and sentence level processing required in cloze tests (Kibby, 1980;Shanahan, Kamil & Tobin, 1982;Singer & Crouse, 1981).…”

Section: Resultsmentioning

confidence: 94%

The Shared Knowledge of Reading and Writing

Shanahan¹

1987

Reading Psychology

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“…This study does not provide a clear picture of what specific attributes a KNOWLA assessment does test; however, scrambled text has been used as a measure of academic literacy [6], reading comprehension [7,8], and writing skill [8] in other studies. We are currently investigating the link between KNOWLA scores and those skills.…”

Section: Discussionmentioning

confidence: 98%

Assessment of KNOWLA

Thompson

Braude

Canfield

et al. 2015

Proceedings of the Second (2015) ACM Conference on Learning @ Scale

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The assessment of learning in large online courses such as Massive Online Open Courses, or MOOCs, requires tools that are valid, reliable, and can be automatically administered and scored. We have developed and assessed a tool called Knowledge Assembly for Learning and Assessment, or KNOWLA. The tool measures a student's knowledge in a particular subject by having her assemble a set of scrambled phrases into a logical order. Initial testing indicates that KNOWLA is reliable, and can be used to measure learning gains. KNOWLA also shows promise as a learning tool.

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Intersentential Processes in Reading Comprehension

Cited by 23 publications

References 24 publications

Readers' Awareness of Cohesive Relationships during Cloze Comprehension

Readers' Awareness of Cohesive Relationships during Cloze Comprehension

The Shared Knowledge of Reading and Writing

Assessment of KNOWLA

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