The use of author roles in improving textbooks and learning

Running title: Improving textbooks and learningIncludes bibliographical references (leaves 33-36)Performed pursuant to contract no. 400-81-0030 of the National Institute of Educatio

Metadiscourse in social studies texts

Running title: MetadiscourseIncludes bibliographical references (leaves 50-52)Performed pursuant to contract no. 400-81-0030 of the National Institute of Educatio

Metadiscourse : what it is and how it is used in school and non-school social science texts

Includes bibliographiesSupported in part by the National Institute of Education under contract no. NIE-400-81-003

The case for a rhetorical perspective on learning from texts : exploring metadiscourse

Includes bibliographical references (columns 27-31)The work upon which this publication is based was performed pursuant to contract no. 400-81-0030 of the National Institute of Educatio

The interaction of metadiscourse and anxiety in determining children's learning of social studies textbook materials

The role of attitudinal, voice, and informational metadiscourse characteristics and level of student anxiety were studied as they affect learning from social studies textbooks for 120 sixth-graders. Analyses of covariance, controlling for reading ability, revealed significant interaction effects involving metadiscourse and anxi-ety. As expected, high anxious students showed their best performance with first person voice and no attitudinal metadiscourse while low anxious students showed the opposite effect. The importance of studying the joint effects of metadiscourse and anxiety as determinants of textbook reading is discussed. The present study examines the effects of adding metadiscourse characteristics to a text on children's understanding of social studies textbook materials as a function of their level of test anxiety. To the authors ' knowledge, this is the first experimental investigation systematically studying metadiscourse variables in a fully crossed orthogonal design. It is also the first attempt to relate evaluation anxiety to metadiscourse characteristics and social studies textbook learning and retention

On the role of pervasive experiential coloration in memory

Bibliography: leaf 14Supported in part by the National Institute of Education under contract no. US-HEW-NIE-C-400-76-011