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

Author:

Sánchez Emilio,García J. RicardoORCID,Bustos Andrea

Funder

Spanish Ministry of Economy and Competitiveness

Comisión Nacional de Investigación Científica y Tecnológica de Chile (Conicyt)

Publisher

Springer Science and Business Media LLC

Subject

Speech and Hearing,Linguistics and Language,Education,Neuropsychology and Physiological Psychology

Reference84 articles.

1. Acuña, S. R., García-Rodicio, H., & Sánchez, E. (2011). Fostering active processing of instructional explanations of learners with high and low prior knowledge. European Journal of Psychology of Education, 26, 435–452. doi: 10.1007/s10212-010-0049-y .

2. Aiken, S., & West, G. (1991). Multiple regression: Testing and interpreting interactions. Newbury Park, CA: Sage.

3. Barreyro, J. P., Burin, D. I., & Duarte, D. A. (2009). Capacidad de la memoria de trabajo verbal. Validez y fiabilidad de unatarea de amplitud de lectura [Verbal working memory capacity. Validity and reliability of a reading span task]. Interdisciplinaria, 26, 207–228.

4. Beck, I. L., & Dole, A. (1992). Reading and thinking with history and science text. In C. Collins & J. M. Mangieri (Eds.), Teaching thinking: An agenda for the twenty-first century (pp. 1–22). Hillsdale, NJ: Lawrence Erlbaum Associates.

5. Britton, B. K. (1994). Understanding expository text: Building mental structure to induce insights. In M. A. Gernsbacher (Ed.), Handbook of psycholinguistics (pp. 641–674). New York: Academic.

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