Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/29073
Title: Local text cohesion, reading ability and individual science aspirations : Key factors influencing comprehension in science classes
Authors: Hall, Sophie S.
Kowalski, Rebecca
Paterson, Kevin B.
Basran, Jaskaran
Maltby, John
Filik, Ruth
First Published: 24-Feb-2014
Publisher: Wiley for British Educational Research Association (BERA)
Citation: British Educational Research Journal, 2014, DOI: 10.1002/berj.3134
Abstract: In response to the concern of the need to improve the scientific skills of school children, this study investigated the influence of text design (in terms of text cohesion) and individual differences, with the aim of identifying pathways to improving science education in early secondary school (Key Stage 3). One hundred and four secondary school children (56 females, 48 males), aged 12-13 years took part in the study. To assess the influence of local cohesion (lexical and grammatical links between adjacent sentences) in science texts, we measured students' comprehension (through multiple choice questions) of science text that was high and low in local cohesion. To explore the role of individual differences, students completed tests to measure general reading ability, general intelligence, facets of conscientiousness, science self-concept and individual, friends and family aspirations in science. Students were more accurate in answering comprehension questions after reading text that was high in cohesion than low in cohesion, suggesting that high local text cohesion improved students' comprehension of science text. Reading ability predicted increased comprehension for both text designs. Individual aspirations in science accounted for unique variance for comprehension for high cohesion text. Implications for the teaching of secondary school science are discussed.
DOI Link: 10.1002/berj.3134
ISSN: 0141-1926
eISSN: 1469-3518
Links: http://onlinelibrary.wiley.com/doi/10.1002/berj.3134/abstract;jsessionid=DD74E966BEE66E3F04A970E05075DAD9.f04t04
http://hdl.handle.net/2381/29073
Type: Journal Article
Description: Full text of this item is not currently available on the LRA. The final published version may be available through the links above.
Appears in Collections:Published Articles, School of Psychology

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