Cover not available
Article published In:
Discourse Analysis and Language Teaching
Edited by Eva Alcón-Soler and Josep R. Guzman Pitarch
[Australian Review of Applied Linguistics. Series S 16] 2000
► pp. 65–82

Textual coherence and discourse analysis

| Northern Arizona University
Published online: 1 January 2000
DOI logo
https://doi.org/10.1075/aralss.16.05gra
References
Alvermann, D.
(1986) Graphic organizers: Cueing devices for comprehending and remembering main ideas. In J. Baumann (ed.) Teaching main idea comprehension. Newark (DE), IRA.Google Scholar
Alvermann, D., L. Smith and J. Readance
(1985) Prior knowledge and comprehension of compatible and incompatible text. Reading Research Quarterly 201:420–436. DOI logoGoogle Scholar
Anderson, J.R.
(1990) Cognitive psychology and its implications, 3rd Edition. New York (WH), Freeman.Google Scholar
Anderson, T. and B. Armbruster
(1984) Content area textbooks. In R.C. Anderson, J. Osborn and R. Tierney (eds) Learning to read in American schools. Hillsdale (NJ), L. Erlbaum.Google Scholar
Armbruster, B.
(1984) The problem of “inconsiderate text.” In G. Duffy, L. Roehler and J. Mason (eds) Comprehension instruction. New York, Longman.Google Scholar
Armbruster, B., T. Anderson and J. Meyer
(1991) Improving content area reading using instructional graphics. Reading Research Quarterly. 261:393–416. DOI logoGoogle Scholar
Armbruster, B., T. Anderson, and J. Ostertag
(1987) Does text structure/summarization instruction facilitate learning from expository text? Reading research Quarterly 221:331–346. DOI logoGoogle Scholar
Barsalou, I.
(1992) Cognitive psychology: An overview for cognitive scientists. Hillsdale (NJ), L. Erlbaum.Google Scholar
Beck, I. and L. Kucan
(1997) Questioning the author. Newark (DE), International Reading Association.Google Scholar
Beck, I., M. McKeown and I. Gromoll
(1989) Learning from social studies texts. Cognition and Instruction 61:99–158. DOI logoGoogle Scholar
Beck, I., M. McKeown, G. Sinatra and J. Loxterman
(1991) Revising social studies text from a text-processing perspective: Evidence of improved comprehensibility. Reading Research Quarterly 261:251–276. DOI logoGoogle Scholar
Berkowitz, S.
(1986) Effects of instruction in text organization on sixth-grade students’ memory for expository reading. Reading Research Quarterly 211:161–178. DOI logoGoogle Scholar
Britton, B.
(1994) Understanding expository text. In M. A. Gernsbacher (ed.).Google Scholar
Britton B. and A. Graesser
eds Models of understanding text Mahwah (NJ) L. Erlbaum DOI logo
Britton, B. and S. Gulgoz
(1991) Using Kintsch’s computational model to improve instructional text: Effects of repairing inference calls on recall and cognitive structures. Journal of Educational Psychology. 83:329–345. DOI logoGoogle Scholar
Britton, B., S. Gulgoz and S. Glynn
(1993) Impact of good and poor writing on learners: Research and Theory. In B. Britton et al. (eds) Learning from textbooks: Theory and practice. Hillsdale (NJ), L. Erlbaum.Google Scholar
Britton, B., L. Van Dusen and S. Gulgoz
(1991) Reply to “Response to instructional texts rewritten by five expert teams.” Journal of Educational Psychology 831:149–152. DOI logoGoogle Scholar
Britton, B., L. Van Dusen, S. Gulgoz and S. Glynn
(1989) Instructional texts rewritten by five expert teams: Revisions and retention improvements. Journal of Educational Psychology. 811:226–239. DOI logoGoogle Scholar
Brown, G. and G. Yule
(1983) Discourse analysis. New York, Cambridge. DOI logoGoogle Scholar
Carrell, P.
(1984) The effects of rhetorical organization on ESL readers. TESOL Quarterly 181:441–469. DOI logoGoogle Scholar
(1985) Facilitating ESL reading by teaching text structure. TESOL Quarterly. 191:727–752. DOI logoGoogle Scholar
(1992) Awareness of text structure: Effects on recall. Language Learning 421:1–20. DOI logoGoogle Scholar
Carrell, P., B. Pharis and J. Liberto
(1989) Metacognitive strategy training for ESL reading. TESOL Quarterly 231:647–678. DOI logoGoogle Scholar
Carpenter, P., A. Miyake and M. Just
(1994) Working memory constraints in comprehension. In M. A. Gernsbacher (ed.).Google Scholar
Cox, B., T. Shanahan and E. Sulzby
(1990) Good and poor elementary readers’ use of cohesion in writing. Reading Research Quarterly 251.47–65. DOI logoGoogle Scholar
Cox, B., T. Shanahan and M. Tinsmann
(1991) Children’s knowledge of organization, cohesion, and voice in written exposition. Research in the Teaching of English 251:179–218.Google Scholar
van Dijk, T. and W. Kintsch
(1983) Strategies of discourse comprehension. New York, Academic Press.Google Scholar
Dole, J. and D. Niederhauser
(1990) Students’ level of commitment to their naive conceptions and their conceptual change learning from texts. In J. Zutell et al. (eds) Literacy theory and research: Analyses from Multiple paradigms. Rochester (NY), National Reading Conference.Google Scholar
Duffy, T. et al.
(1989) Models for the design of instructional text. Reading Research Quarterly 241:434–457. DOI logoGoogle Scholar
Fletcher, C.
(1994) Levels of representation in memory for discourse. In M.A. Gernsbacher (ed.).Google Scholar
Fletcher, C. et al.
(1995) The role of co-occurrence, coreference, and causality in the coherence of conjoined sentences. In R. Lorch and E. O’Brien (eds).Google Scholar
Flood, J. and D. Lapp
(1990) Reading comprehension instruction for at-risk students: Research-based practice that can make a difference. Journal of Reading 331:490–496.Google Scholar
Gardner, H.
(1991) The unschooled mind. New York, Basic Books.Google Scholar
Gernsbacher, M.A.
(1990) Language comprehension as structure building. Hillsdale (NJ), L. Erlbaum. DOI logoGoogle Scholar
ed. Handbook of psycholinguistics New York Academic Press
(1995) Activating knowledge of fictional characters’ emotional states. In C. Weaver, S. Mannes and C. Fletcher (eds).Google Scholar
(1996) The structure-building framework: What it is, what it might also be, and why. In B. Britton and A. Graesser (eds).Google Scholar
(1997a) Two decades of structure building. Discourse Processes 231:265–304. DOI logoGoogle Scholar
(1997b) Coherence cues mapping during comprehension. In J. Costermans and M. Fayol (eds) Processing interclausal relationships. Mahwah (NJ), L. Erlbaum.Google Scholar
Gernsbacher, M.A. and T. Givón
eds Coherence in spontaneous text Philadelphia J. Benjamins DOI logo
Givón, T.
(1995) Coherence in text vs. coherence in mind. In M.A. Gernsbacher and T. Givón (eds). DOI logoGoogle Scholar
Goldman, S. and J. Murray
(1992) Knowledge of connectors as cohesion devices in text: A comparative study of native-English and English-as-a-second-language speakers. Journal of Educational Psychology 841:504–519. DOI logoGoogle Scholar
Goldman, S. and S. Varma
(1995) CAPping the Construction-Integration model and other inventions. In C. Weaver, S. Mannes and C. Fletcher (eds).Google Scholar
Goldman, S. et al.
(1996) Extending capacity-constrained construction integration: Toward “smarter” and flexible models of text construction. In B. Britton and A. Graesser (eds).Google Scholar
Goldman, S.
(1997) Learning from text. Discourse Processes 231:357–398. DOI logoGoogle Scholar
Grabe, W.
In press) Narrative and expository macro-genres. In A. Johns ed. Genre in the classroom: Theory, research, and practice Mahwah (NJ) L. Erlbaum
Grabe, W. and D. Gardner
(1995) Discourse analysis, coherence, and reading instruction. Lenguas Modernas 221:69–88.Google Scholar
Grabe, W. and R.B. Kaplan
(1996) Theory and practice of writing. New York, Longman.Google Scholar
Graesser, A. and B. Britton
(1996) Five metaphors for text understanding. In B. Britton and A. Graesser (eds).Google Scholar
Graesser, A. and R. Zwaan
(1995) Inference generation and the construction of situation models. In C. Weaver, S. Mannes and C. Fletcher (eds).Google Scholar
Graesser, A. et al.
(1995) Inference generation during the comprehension of narrative text. In R. Lorch and E. O’Brien (eds).Google Scholar
(1996) New models of deep comprehension. In B. Britton and A. Graesser (eds).Google Scholar
Guri-Rosenblit, S.
(1989) Effects of a tree-diagram on students’ comprehension of main ideas in an expository text with multiple themes. Reading Research Quarterly 241:236–247. DOI logoGoogle Scholar
Guzzetti, B., T. Snyder and G. Glass
(1992) Promoting conceptual change in science: Can texts be used effectively? Journal of Reading 351:642–647.Google Scholar
Guzzetti, B., T. Snyder, G. Glass and W. Gamas
(1993) Promoting conceptual change in science: A comparative meta-analysis of instructional interventions from reading education and science education. Reading Research Quarterly 281:116–159. DOI logoGoogle Scholar
Halliday, M. and R. Hasan
(1989) Language, context and text. New York, OUP.Google Scholar
Just, M. and P. Carpenter
(1992) A capacity theory of comprehension: Individual differences in working memory. Psychological Review 991:122–149. DOI logoGoogle Scholar
Kintsch, W.
(1988) The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review 951:163–182. DOI logoGoogle Scholar
(1994) The psychology of discourse processing. In M.A. Gernsbacher (ed.).Google Scholar
(1998) Comprehension: A paradigm for cognition. New York, Cambridge.Google Scholar
Long, D. et al.
(1996) The role of inferential processing in reading ability. In B. Britton and A. Graesser (eds).Google Scholar
Lorch, R.
(1995) Integration of topic information during reading. In R. Lorch and E. O’Brien (eds).Google Scholar
Lorch, R. and E. O’Brien
(eds) (1995) Sources of coherence in reading. Hillsdale (NJ), L. Erlbaum.Google Scholar
Marshall, N. and M. Glock
(1978) Comprehension of connected discourse: A study into the relationships between the structure of text and information recalled. Reading Research Quarterly 141:10–56. DOI logoGoogle Scholar
McCutchen, D.
(1986) Domain knowledge and linguistic knowledge in the development of writing ability. Journal of Memory and Language 251:431–444. DOI logoGoogle Scholar
McGee, L.
(1982) Awareness of text structure: Effects on children’s recall of expository prose. Reading Research Quarterly 171:581–590. DOI logoGoogle Scholar
McKeown, M. and I. Beck
(1990) The assessment and characterization of young learners’ knowledge of a topic in history. American Educational Research Journal 271:688–726. DOI logoGoogle Scholar
McKeown, M., I. Beck, G. Sinatra and J. Loxterman
(1992) The contribution of prior knowledge and coherent text to comprehension. Reading Research Quarterly 271:78–93. DOI logoGoogle Scholar
McKoon, G. and R. Ratcliff
(1992) Inference during reading. Psychological Review 991:440–466. DOI logoGoogle Scholar
(1995) The minimalist Hypothesis: Directions for research. In C. Weaver, S. Mannes and C. Fletcher (eds).Google Scholar
McNamara, D. et al.
(1996) Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from texts. Cognition and Instruction 141:1–43. DOI logoGoogle Scholar
Meyer, B., D. Brandt and G. Bluth
(1980) Use of top-level structure in text: Key for reading comprehension in ninth-grade students. Reading Research Quarterly 161:72–103. DOI logoGoogle Scholar
Miller, K. and J. George
(1992) Expository prose organizers: Models for reading and writing. Journal of Reading 351:372–377.Google Scholar
Perfetti, C.
(1994) Psycholinguistics and reading ability. In M.A. Gernsbacher (ed.).Google Scholar
(1997) Sentences, individual differences, and multiple texts: Three issue sin text comprehension. Discourse Processes 231:337–355. DOI logoGoogle Scholar
Perfetti, C. and M. Britt
(1995) Where do propositions come from? In C. Weaver, S. Mannes and C. Fletcher (eds).Google Scholar
Pressley, M. et al.
(1989) Strategies that improve children’s memory and comprehension of text. Elementary School Journal 901:3–32. DOI logoGoogle Scholar
Pressley, M. and V. Woloshyn
(eds) (1995) Cognitive strategy instruction that really improves children’s academic performance. Cambridge (MA), Brookline Books.Google Scholar
Richgels, D., L. McGee, R. Lomax and C. Sheard
(1987) Awareness of four text structures: Effects on recall of expository text. Reading Research Quarterly 221:177–196. DOI logoGoogle Scholar
Shih, M.
(1992) Beyond comprehension exercises in the ESL academic reading class. TESOL Quarterly 261:289–318. DOI logoGoogle Scholar
Singer, M.
(1990) Psychology of language: An introduction to sentence and discourse processes. Hillsdale (NJ), L. Erlbaum.Google Scholar
(1994) Discourse inference processes. In M.A. Gernsbacher (ed.).Google Scholar
Spiegel, D.
(1992) Linguistic cohesion. In J. Irwin and M. Doyle (eds) Reading/writing connections. Newark (DE), IRA.Google Scholar
Spyridakis, J. and T. Standal
(1987) Signals in expository prose: Effects on reading comprehension. Reading Research Quarterly 221:285–298. DOI logoGoogle Scholar
Tang, G.
(1992) The effect of graphic representation of knowledge structures on ESL reading comprehension. Studies in Second Language Acquisition 141:177–195. DOI logoGoogle Scholar
Taylor, B.
(1980) Children’s memory for expository text after reading. Reading Research Quarterly 151:399–411. DOI logoGoogle Scholar
(1982) Text structure and children’s comprehension and memory for expository material. Journal of Educational Psychology 741:323–340. DOI logoGoogle Scholar
(1992) Text structure, comprehension, and recall. In S. Samuels and A. Farstrup (eds) What research has to say about reading instruction, 2nd ed. Newark (DE), IRA.Google Scholar
Taylor, B. and R. Beach
(1984) The effect of text structure instruction on middle grade students’ comprehension and production of expository prose. Reading Research Quarterly 191:134–146. DOI logoGoogle Scholar
Vacca, R. and J. Vacca
(1999) Content area reading, 6th ed. New York, Harper Collins.Google Scholar
Van de Kopple, W.
(1986) Given and new information and some aspects of the structures, semantics, and pragmatics of written texts. In C. Cooper and S. Greenbaum (eds) Studying writing: Linguistic approaches. Newbury Park (CA), Sage.Google Scholar
(1991) Themes, thematic progressions, and some implications for understanding discourse. Written Communication 81:311–347. DOI logoGoogle Scholar
van den Broek, P.
(1990) The causal inference maker: Towards a process model of inference generation in text comprehension. In D. Balota, G. Flores-D’Arcais and K. Rayner (eds) Comprehension processes in reading. Hillsdale (NJ), L. Erlbaum.Google Scholar
Weaver, C., S. Mannes and C. Fletcher
eds Discourse comprehension: Essays in honor of Walter Kintsch Hillsdale (NJ) L. Erlbaum DOI logo
Widdowson, H.
(1984) Grammar, and nonsense, and language. In H. Widdowson, Aspects of language teaching. New York, Oxford University Press.Google Scholar
Zwaan. R.
(1996) Toward a model of literary comprehension. In B. Britton and A. Graesser (eds) Models of understanding text. Mahwah (NJ), L. Erlbaum.Google Scholar
Cited by

Cited by 2 other publications

Achugar, Mariana & Brian D. Carpenter
2012. Developing disciplinary literacy in a multilingual history classroom. Linguistics and Education 23:3 ► pp. 262 ff. DOI logo
Thomson, Julie
2003. Clinical discourse analysis: One theory or many?. Advances in Speech Language Pathology 5:1 ► pp. 41 ff. DOI logo

This list is based on CrossRef data as of 25 april 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.