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Article published In: Australian Review of Applied Linguistics
Vol. 23:1 (2000) ► pp.77–93

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Understanding signals and reading comprehension

 | Hong Kong Institute of Education
Published online: 1 January 2000
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https://doi.org/10.1075/aral.23.1.05chu
Abstract
This paper explores the issues of signals and reading comprehension. A study was made of the effect of logical connectives and paragraph headings on the reading comprehension of 577 Hong Kong Secondary 6 students learning English as a Second Language. A reading comprehension placement test with normal signals was used to create three ability groups. Four versions of a text were then produced. Version 1 was a non-signalled passage; versions 2, 3, and 4 were embedded with logical connectives, paragraph headings and these two signals in combination. All four versions had the same content and level of difficulty. All signals contributed to reading comprehension for the Low Ability Group except for logical connectives, which did not aid microstructure understanding. Implications for the teaching of reading to poor readers are discussed.
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Cited by (2)

Cited by two other publications

Vasiljevic, Zorana
2013. Assessing Learners’ Comprehension of Logical Connectives in L2 Texts. Theory and Practice in Language Studies 3:1 DOI logo
Al-Surmi, Mansoor
2011. Discourse Markers and Reading Comprehension: Is there an effect?. Theory and Practice in Language Studies 1:12 DOI logo

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