Organisational structure : The key to improved comprehension and the use of text structure across the adult lifespan
Bartlett, Brendan. (1985). Organisational structure : The key to improved comprehension and the use of text structure across the adult lifespan. In Reading: An Australian Perspective pp. 83 - 102 Thomas Nelson Australia.
[Extract] Of the many things which determine how well we remember and understand written material, an author's organisation is very important indeed. We read faster, remember more, and understand better when what is read has a discernible plan, or organisation.
The significance of an easily recognised organisational structure for productive reading is clear (Bartlett 1978; Kintsch & Yarborough 1982; Mandler & Johnson 1977; Meyer & Freddle 1984). Consequently, for those of us involved in the study and practice of learning from reading, a knowledge of what organisational structure is, and of how it might be incorporated into a teaching programme, is critical.
To attempt a definition, organisational structure is the peculiar interrelationship among ideas formed into text. It give the writer a fabric to build ideas into an integrated whole, i.e. it gives texture to text. Many interrelationships are possible, but that one finally used by the writer provides a character to the ideas over and above that of the ideas themselves. Differences in organisational structure exist between narrative (story) and expository (textbook) writing. These differences affect the ways a writer might guide readers to his/her intended meaning and the success with which reader grasp the meaning.
|narratives; expositions; reading; comprehension
|83 - 102
|Reading: An Australian Perspective
|Thomas Nelson Australia
|Place of publication
|Institute for Learning Sciences and Teacher Education (ILSTE)
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