{"pk":26513,"title":"Cohesive Features of Deep Text Comprehension Processes","subtitle":null,"abstract":"This study investigates how cohesion manifests in readers’thought processes while reading texts when they areinstructed to engage in self-explanation, a strategy associatedwith deeper, more successful comprehension. In Study 1,college students (n = 21) were instructed to either paraphraseor self-explain science texts. Paraphrasing was characterizedby greater cohesion in terms of lexical overlap whereas self-explanation included greater lexical diversity and moreconnectives to specify relations between ideas. In Study 2,adolescent students (n = 84) were provided with instructionand practice in self-explanation and reading strategies across8 sessions. Self-explanations increased in lexical diversity butbecame more causally and semantically cohesive over time.Together, these results suggest that cohesive featuresexpressed in think alouds are indicative of the depth ofstudents’ comprehension processes.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"text comprehension"},{"word":"self-explanation"},{"word":"Cohesion"},{"word":"think-aloud"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/89f109gr","frozenauthors":[{"first_name":"Laura","middle_name":"K.","last_name":"Allen","name_suffix":"","institution":"Arizona State University","department":""},{"first_name":"Matthew","middle_name":"E.","last_name":"Jacovina","name_suffix":"","institution":"Arizona State University","department":""},{"first_name":"Danielle","middle_name":"S.","last_name":"McNamara","name_suffix":"","institution":"Arizona State University","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2016-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/26513/galley/16149/download/"}]}