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Original Articles

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

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Pages 121-152 | Published online: 05 Dec 2007

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (27)

Lena Hildenbrand & Jennifer Wiley. (2023) Working memory capacity as a predictor of multiple text comprehension. Discourse Processes 60:4-5, pages 378-396.
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Ryan D. Kopatich, Joseph P. Magliano, Keith K. Millis, Christopher P. Parker & Melissa Ray. (2019) Understanding How Language-Specific and Domain-General Resources Support Comprehension. Discourse Processes 56:7, pages 530-552.
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Suzanne Kleijn, Henk L.W. Pander Maat & Ted J.M. Sanders. (2019) Comprehension Effects of Connectives Across Texts, Readers, and Coherence Relations. Discourse Processes 56:5-6, pages 447-464.
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D. Jake Follmer & Rayne A. Sperling. (2019) Examining the Role of Self-Regulated Learning Microanalysis in the Assessment of Learners’ Regulation. The Journal of Experimental Education 87:2, pages 269-287.
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Alejandra Meneses, José-Pablo Escobar & Soledad Véliz. (2018) The effects of multimodal texts on science reading comprehension in Chilean fifth-graders: text scaffolding and comprehension skills. International Journal of Science Education 40:18, pages 2226-2244.
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Kathryn S. McCarthy, Tricia A. Guerrero, Kevin M. Kent, Laura K. Allen, Danielle S. McNamara, Szu-Fu Chao, Jonathan Steinberg, Tenaha O’Reilly & John Sabatini. (2018) Comprehension in a Scenario-Based Assessment: Domain and Topic-Specific Background Knowledge. Discourse Processes 55:5-6, pages 510-524.
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Alexis Patterson, Diego Roman, Michelle Friend, Jonathan Osborne & Brian Donovan. (2018) Reading for meaning: The foundational knowledge every teacher of science should have. International Journal of Science Education 40:3, pages 291-307.
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Gregor Damnik, Antje Proske & Hermann Körndle. (2017) Designing a constructive learning activity with interactive elements: the effects of perspective-shifting and the quality of source material. Interactive Learning Environments 25:5, pages 634-649.
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Scott A. Crossley, Stephen Skalicky, Mihai Dascalu, Danielle S. McNamara & Kristopher Kyle. (2017) Predicting Text Comprehension, Processing, and Familiarity in Adult Readers: New Approaches to Readability Formulas. Discourse Processes 54:5-6, pages 340-359.
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Emily R. Smith & Edward J. O’Brien. (2016) Enhancing Memory Access for Less Skilled Readers. Scientific Studies of Reading 20:6, pages 421-435.
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Sophie Susannah Hall, John Maltby, Ruth Filik & Kevin B. Paterson. (2016) Key skills for science learning: the importance of text cohesion and reading ability. Educational Psychology 36:2, pages 191-215.
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Gerdineke van Silfhout, Jacqueline Evers-Vermeul & Ted Sanders. (2015) Connectives as Processing Signals: How Students Benefit in Processing Narrative and Expository Texts. Discourse Processes 52:1, pages 47-76.
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Scott Crossley, Amanda Clevinger & YouJin Kim. (2014) The Role of Lexical Properties and Cohesive Devices in Text Integration and Their Effect on Human Ratings of Speaking Proficiency. Language Assessment Quarterly 11:3, pages 250-270.
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Alexandra Gasparinatou & Maria Grigoriadou. (2013) Exploring the effect of background knowledge and text cohesion on learning from texts in computer science. Educational Psychology 33:6, pages 645-670.
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Laura B. Smolkin, Erin M. McTigue & Yi-fen Y. Yeh. (2013) Searching for Explanations in Science Trade Books: What can we learn from Coh-Metrix?. International Journal of Science Education 35:8, pages 1367-1384.
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Kenji Ikeda & Shinji Kitagami. (2013) The interactive effect of working memory and text difficulty on metacomprehension accuracy. Journal of Cognitive Psychology 25:1, pages 94-106.
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Alexandra Gasparinatou & Maria Grigoriadou. (2011) Supporting students' learning in the domain of computer science. Computer Science Education 21:1, pages 1-28.
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Yasuhiro Ozuru, Stephen Briner, Rachel Best & DanielleS. McNamara. (2010) Contributions of Self-Explanation to Comprehension of High- and Low-Cohesion Texts. Discourse Processes 47:8, pages 641-667.
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DanielleS. McNamara, MaxM. Louwerse, PhilipM. McCarthy & ArthurC. Graesser. (2010) Coh-Metrix: Capturing Linguistic Features of Cohesion. Discourse Processes 47:4, pages 292-330.
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DavidN. Rapp & Panayiota Kendeou. (2009) Noticing and Revising Discrepancies as Texts Unfold. Discourse Processes 46:1, pages 1-24.
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