Volume 3, Issue 1
  • ISSN 2211-7245
  • E-ISSN: 2211-7253
Buy:$35.00 + Taxes


This article focuses on the influence of connectives (because, so) and layout (continuous placement of sentences versus each sentence beginning on a new line) on the quality of students’ mental representations. By using multiple comprehension tasks, we found that cohesive text features have different effects on each facet of deeper text comprehension. On local comprehension tasks (i.e. bridging inference questions), all students performed better after reading history texts containing connectives than after reading texts without these markers. On global comprehension tasks (i.e. sorting tasks), pre-vocational students performed better when coherence relations were marked, regardless of layout, while pre-un iversity students did not need connectives as long as texts were presented in a natural, continuous way. These findings indicate that connectives are an important factor in creating comprehensible texts, in particular for pre-vocational students. Finally, we conclude there is a mismatch between these findings and the current practice in designing optimal educational texts, at least in the Netherlands.


Article metrics loading...

Loading full text...

Full text loading...

  • Article Type: Research Article
Keyword(s): (dis)continuous layout; coherence; connectives; secondary education; text comprehension
This is a required field
Please enter a valid email address
Approval was successful
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error