Effects of Causal Text Revisions on More- and Less-Skilled Readers' Comprehension of Easy and Difficult Texts

By Tracy Linderholm, M. Everson, P. W. van den Broek, Maureen Mischinski, A. Crittenden, J. Samuels. 2000

168 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/63b7288e8dd764ca1e527da214eef7ae370bb3b7

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In Artificial Intelligence

In Developmental and Educational Psychology

Citations in the corpus

Deep‐Level Comprehension of Science Texts: The Role of the Reader and the Text (2005, background): “, Beck, McKeown, Omanson, & Pople, 1984) and expository texts (e.g., Beck et al., 1991; Britton & Gulgoz, 1991; Britton, Gulgoz, & Glynn, 1993; Linderholm et al., 2000), especially when readers do not have sufficient domain knowledge to generate inferences necessary for comprehension (McNamara, 2001”
Reversing the Reverse Cohesion Effect: Good Texts Can Be Better for Strategic, High-Knowledge Readers (2007, background): “…designed to improve text cohesion by increasing casual and referential cohesion have been successful in elevating student comprehension (Beck, McKeown, Sinatra, & Loxterman, 1991; Britton & Gülgöz, 1991; Lehman & Schraw, 2002; Linderholm et al., 2000; Vidal-Abarca, Martínez, & Gilabert, 2000).”
Coh-Metrix: Capturing Linguistic Features of Cohesion (2010, background): “Linderholm et al. (2000)* 27.”
The Effects of Readers' Misconceptions on Comprehension of Scientific Text (2005, background): “Tests of these methods have shown that students comprehend better when texts are more coherent and when implicit connections between text elements are made more explicit (Britton & Gulgoz, 1991; Linderholm et al., 2000).”
Reading about energy: The effects of text structure in science learning and conceptual change (2003, background): “Finally, the explicit positioning of energy and force within the familiar structure of a causal chain may have played the role of an anchor contributing to an initial, albeit incomplete, representation of their difference as well as their relationship (see also Linderholm et al., 2000 ).”
Higher-Order Comprehension Processes in Struggling Readers: A Perspective for Research and Intervention (2007, unknown): “Accordingly, text structure interventions provide readers with strategies for reading particular types of texts (Gersten et al., 2001; Linderholm et al., 2000).”