Cognitive schemas behind statistics: Towards a system of text typology*

Saukkonen, Pauli

doi:10.1080/09296170701514197

Cited by 2 publications

(2 citation statements)

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“…The theoretical challenge lies in research findings that varying amounts and types of vocabulary and lower level text structures are also associated with different genres (Biber, ; Saukkonen, ). With respect to top‐level organization, better readers are usually able to readily discern the global schema of a text, but average and weaker readers often benefit from “devices” such as “headings, preview statements, summary statements, pointer words, or words that explicitly state the relational structure among main propositions of the text” (Meyer, , p. 214).…”

Section: Discourse Structure and Early‐grade Text Complexitymentioning

confidence: 99%

“…Biber (1988) used 67 linguistic variables to factor-analyze 23 genres of speech and writing and found six strong and interpretable factors. Based on extensive factor analyses of Finnish texts over almost two decades, Saukkonen (2007) has had some success in distinguishing among 21 genres (his model A) and 6 more inclusive genres (his model B), using a number of factors generated from 44 or 66 linguistic variables, respectively. The Department of Education and Science (1993) in the United Kingdom specified genres in its proposed national curriculum in English for ages 5-16.…”

Section: Genre Distinctionsmentioning

confidence: 99%

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Toward a Theoretical Model of Text Complexity for the Early Grades: Learning From the Past, Anticipating the Future

Mesmer

Cunningham

Hiebert

2012

Reading Research Quarterly

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In this conceptual essay, we offer rationales and evidence for critical components of a working model of text complexity for the early grades. In the first three sections of the article, we examine word‐level, syntax‐level, and discourse‐level features of text, posing questions for future research. In the fourth section, we address elements of text treatments—the collection of texts with which beginning readers will interact longitudinally over the course of their early literacy development. This conceptual essay produces a unified treatment of the complexities of early grade text through the introduction of a theoretical framework, assimilating the extant research into a theory of early grade text and delineating a theoretical and empirical strategy for transforming the framework into a mature model.

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Section: Discourse Structure and Early‐grade Text Complexitymentioning

confidence: 99%

Section: Genre Distinctionsmentioning

confidence: 99%