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  • GarciaEtAl_LANDINDDIFF

    Rights statement: This is the author’s version of a work that was accepted for publication in Learning and Individual Differences. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Learning and Individual Differences, 71, 2019 DOI: 10.1016/j.lindif.2019.03.005

    Accepted author manuscript, 0.99 MB, PDF document

    Available under license: CC BY-NC-ND: Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License

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Cross-sectional Study of the Contribution of Rhetorical Competence to Children’s Expository Text Comprehension between Third- and Sixth-Grade

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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  • J Ricardo Garcia
  • Emiliio Sanchez
  • Kate Cain
  • Juan Manuel Montoya
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<mark>Journal publication date</mark>1/04/2019
<mark>Journal</mark>Learning and Individual Differences
Volume71
Number of pages12
Pages (from-to)31-42
Publication StatusPublished
Early online date27/03/19
<mark>Original language</mark>English

Abstract

Readers' rhetorical competence is related to reading comprehension and moderates the impact of rhetorical devices in expository texts. In this cross-sectional study, we examine the differences in four measures of rhetorical competence (knowledge of anaphors, organizational signals, refutations, and a total score) in grades three through to six, we determine its contribution to expository text comprehension after controlling the effect of a wide set of linguistic and cognitive variables, and we study whether this contribution is moderated by grade or any of our control variables. First, although we found evidence for some level of rhetorical competence at early ages, data suggest that rhetorical competence development takes many years. Second, we found that knowledge of some rhetorical devices is acquired before knowledge of others. Finally, rhetorical competence was a unique predictor of expository text comprehension, and its influence was evident regardless of grade and all of the control variables.

Bibliographic note

This is the author’s version of a work that was accepted for publication in Learning and Individual Differences. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Learning and Individual Differences, 71, 2019 DOI: 10.1016/j.lindif.2019.03.005