作者: Emilio Sánchez , J Ricardo García , Andrea Bustos , None
DOI: 10.1007/S11145-016-9684-2
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摘要: Many studies have demonstrated the facilitating role of rhetorical devices in text comprehension, but there are also where not shown such effect. The present study sets out to explore whether readers’ knowledge (that is, competence) moderates their effectiveness beyond general comprehension skills and, consequently, competence may be considered a component skill reading comprehension. 192 sixth- seventh-grade students were assessed on and required read difficult marked with specific (a refutation, an objective, four organizational signals) or same without them. After reading, produced summary order obtain three dependent variables: main ideas (as measure participants’ ability select relevant information from text), causal links between them indicator grasp logical structure organize its ideas), combination plus global text). Analyses controlling for other important variables (working memory, prior knowledge, decoding) that: (a) readers scored higher terms all variables, (b) level moderated effect composite (main links) organization by means links.