Search results for: J. Ricardo García

Items from 1 to 4 out of 4 results

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Written Versus Oral Cues: The Role of Rhetorical Competence in Learning From Texts

Emilio Sánchez, J. Ricardo García, Andrea Bustos

Reading Research Quarterly > 57 > 1 > 15 - 36

Learning from expository texts demands the processing of metatextual cues (rhetorical devices) and the activating of reading strategies. The main objective of this study was to examine whether profiting from written metatextual cues to launch reading strategies needs higher level of rhetorical competence than profiting from oral cues. Specifically, this study addresses two questions: (1) Is there...

article

Does rhetorical competence moderate the effect of rhetorical devices on the comprehension of expository texts beyond general comprehension skills?

Emilio Sánchez, J. Ricardo García, Andrea Bustos

Reading and Writing > 2017 > 30 > 3 > 439-462

Many studies have demonstrated the facilitating role of rhetorical devices in text comprehension, but there are also studies where rhetorical devices have not shown such effect. The present study sets out to explore whether readers’ knowledge of rhetorical devices (that is, rhetorical competence) moderates their effectiveness beyond general comprehension skills and, consequently, whether rhetorical...

article

The contribution of knowledge about anaphors, organisational signals and refutations to reading comprehension

J. Ricardo García, Andrea Bustos, Emilio Sánchez

Journal of Research in Reading > 38 > 4 > 405 - 427

Expository texts contain rhetorical devices that help readers to connect text ideas (within a text and with prior knowledge) and to monitor reading. Rhetorical competence addresses readers' skill in detecting, understanding and using these devices. We examined the contribution of rhetorical competence to reading comprehension on two groups of 11‐ to 13‐year‐old students: low‐level (Study 1) and high‐level...

article

The relation of knowledge of textual integration devices to expository text comprehension under different assessment conditions

Emilio Sánchez, J. Ricardo García

Reading and Writing > 2009 > 22 > 9 > 1081-1108

In this study we propose a theoretical construct (called rhetorical competence) that represents the ability of readers to detect, understand, and use the linguistic cues or discourse markers that texts contain. We measure one of the three postulated components of rhetorical competence (knowledge of textual integration markers), assessing whether readers correctly interpret these markers while reading...

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Search results for: J. Ricardo García

Written Versus Oral Cues: The Role of Rhetorical Competence in Learning From Texts

Does rhetorical competence moderate the effect of rhetorical devices on the comprehension of expository texts beyond general comprehension skills?

The contribution of knowledge about anaphors, organisational signals and refutations to reading comprehension

The relation of knowledge of textual integration devices to expository text comprehension under different assessment conditions

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