Reversing the Reverse Cohesion Effect: Good Texts Can Be Better for Strategic, High-Knowledge Readers

By Tenaha O'Reilly, Danielle S. McNamara. 2007

244 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/580d0c163d05459b1af6e28b774e3b361011ca7b

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Citations in the corpus

Processing and learning of enhanced English collocations: An eye movement study (2017, methodology): “The NDRT has been employed by a number of researchers to report an objective assessment of participants’ reading proficiency (e.g. Bailey, Dunlosky, & Kane, 2008; Choi, 2013; O’Reilly & McNamara, 2007).”
The tool for the automatic analysis of text cohesion (TAACO): Automatic assessment of local, global, and text cohesion (2015, background): “Coherence, as compared to cohesion, refers to the understanding that the reader derives from the text (i.e., the coherence of the text in the mind of the reader; McNamara et al., 1996; O ’ Reilly & McNamara, 2007).”
Cohesion, coherence, and expert evaluations of writing proficiency (2010, background): “In fact, high-knowledge readers may benefit from low cohesion texts because gaps in cohesion force the reader to make connections in text that are not explicitly available (McNamara, 2001; O’Reilly & McNamara, 2007).”
Coh-Metrix (2011, background): “However, if the reader has enough background knowledge about the subject matter, the lack of cohesion devices may not disrupt comprehension and can sometimes improve comprehension by stimulating inferences (McNamara & Kintsch, 1996; O’Reilly & McNamara, 2007; Ozuru et al., 2009).”
Examining the Impact of Inference Instruction on the Literal and Inferential Comprehension of Skilled and Less Skilled Readers: A Meta-Analytic Review (2017, background): “It is also well established that readers who possess more knowledge of a domain area are better able to understand a text even when multiple inferences are required (Kendeou et al., 2014; McNamara et al., 1996; O’Reilly & McNamara, 2007).”
Coh-Metrix: Capturing Linguistic Features of Cohesion (2010, background): “O’Reilly and McNamara (2007) replicated these ﬁndings with the same text, and also showed that the beneﬁt of reading the low-cohesion text was only found for less-skilled, high-knowledge readers.”
Linguistic Features of Writing Quality (2010, background): “Strategy instruction is particularly needed and effective for those students who are struggling most, namely, those with less knowledge and lower reading skills (Magliano et al., 2005; O’Reilly & McNamara, 2006).”