The Effect of Prereading, Rhetorically-Oriented Frameworks on the Recall of Two Structurally Different Expository Texts

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Abstract
Research in both first and second language reading has undertaken the study of discourse structure and the influence of the rhetorical organization of the text on readers' passage comprehension. A considerable amount of research has also examined the effect of text adjuncts of various kinds on passage comprehension. The present study explored the effect of providing novice foreign language readers information about the rhetorical structure of an expository text as a text adjunct. Two passages were tested under each of three conditions: no framework, minimal framework, and expanded framework. Results indicate that an expanded framework is an effective text adjunct for the comprehension of expository prose.

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