The Relationships of Text Structure and Signaling in the Foreign Language Reading of Female Junior College Students in Japan

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The effects of top-level text structure and signaling on the reading recall of Japanese female junior college students studying English as a foreign language were investigated in this study. One hundred thirty-two subjects were selected from a private female junior college in Tokyo. The students were divided into three groups—high, average, and low reading comprehension levels—based on the results of the Test of Reading Comprehension. The instrument used to measure students' recall ability was developed from expository passages taken from a biology textbook. The passages were rearranged to show identifiable top-level structure, collection of description, causation, problem/solution, or comparison. Each ... continued below

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viii, 158 leaves : ill.

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Kano, Noriko August 1994.

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  • Kano, Noriko

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The effects of top-level text structure and signaling on the reading recall of Japanese female junior college students studying English as a foreign language were investigated in this study. One hundred thirty-two subjects were selected from a private female junior college in Tokyo. The students were divided into three groups—high, average, and low reading comprehension levels—based on the results of the Test of Reading Comprehension. The instrument used to measure students' recall ability was developed from expository passages taken from a biology textbook. The passages were rearranged to show identifiable top-level structure, collection of description, causation, problem/solution, or comparison. Each passage was divided into two versions: a with-signaling version, in which top-level structure was explicitly stated by signaling words or phrases, and a without-signaling version, where signaling words or phrases were omitted. After the students were stratified on reading comprehension, they were assigned to eight different versions of text—two of each of the four top-level text structures, one with- and one without-signaling. In the recall test, students were instructed to read the text and to remember as much as they could.

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viii, 158 leaves : ill.

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UNT Theses and Dissertations

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  • August 1994

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  • March 26, 2014, 9:30 a.m.

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  • Jan. 7, 2015, 8:35 a.m.

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Kano, Noriko. The Relationships of Text Structure and Signaling in the Foreign Language Reading of Female Junior College Students in Japan, dissertation, August 1994; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc279288/: accessed April 21, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .