{"id":{"repo_id":"vu-aus","oai_identifier":"oai:eprints.vu.edu.au:22303"},"canonical_url":"https://search.dev.ndltd.org/etd/vu-aus/oai:eprints.vu.edu.au:22303","repository":{"repo_id":"vu-aus","name":"Victoria University (Australia)","base_url":"https://vuir.vu.edu.au/cgi/oai2"},"display":{"title":"Cross disciplinary effects of text factors and language of recall on reading comprehension","abstract":"Reading theory provides a potentially powerful means of addressing English reading deficiencies and enhancing the reading performance of English as Foreign Language (EFL) students, including those studying at tertiary level in Indonesia. One influential psycholinguistically focused reading theory is the Schema Theory model of reading. Whilst there have been a range of research studies undertaken that draw on Schema Theory, including in the context of foreign/second language reading, to date no study has provided a complete understanding of both the main and the interaction effects of text structure and a rhetorically-oriented framework, both of which are identified as text factors that impact on L2 reading comprehension, comparing recall assessment in students’ native and target languages, and taking into consideration readers from across a range of different, discipline-specific backgrounds.","abstract_html":"Reading theory provides a potentially powerful means of addressing English reading deficiencies and enhancing the reading performance of English as Foreign Language (EFL) students, including those studying at tertiary level in Indonesia. One influential psycholinguistically focused reading theory is the Schema Theory model of reading. Whilst there have been a range of research studies undertaken that draw on Schema Theory, including in the context of foreign/second language reading, to date no study has provided a complete understanding of both the main and the interaction effects of text structure and a rhetorically-oriented framework, both of which are identified as text factors that impact on L2 reading comprehension, comparing recall assessment in students’ native and target languages, and taking into consideration readers from across a range of different, discipline-specific backgrounds.","abstract_has_math":false,"creators":["Putra, Bambang Arya Wija"],"institution":"Victoria University","degree_name":"phd","degree_level":"doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012","date_published":"2012","updated_at":"2026-07-24T06:33:31Z","subjects":["School of Education","1302 Curriculum and Pedagogy"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":null,"outbound_label":null,"outbound_source":null},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Putra, Bambang Arya Wija"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2012"]},{"key":"dc:date.issued","label":"Date","values":["2012"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["School of Education"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["Victoria University"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://vuir.vu.edu.au/22303/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["phd"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["School of Education","1302 Curriculum and Pedagogy"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://vuir.vu.edu.au/22303/1/Bambang%20Arya%20Wija%20Putra.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Reading theory provides a potentially powerful means of addressing English reading deficiencies and enhancing the reading performance of English as Foreign Language (EFL) students, including those studying at tertiary level in Indonesia. One influential psycholinguistically focused reading theory is the Schema Theory model of reading. Whilst there have been a range of research studies undertaken that draw on Schema Theory, including in the context of foreign/second language reading, to date no study has provided a complete understanding of both the main and the interaction effects of text structure and a rhetorically-oriented framework, both of which are identified as text factors that impact on L2 reading comprehension, comparing recall assessment in students’ native and target languages, and taking into consideration readers from across a range of different, discipline-specific backgrounds."]},{"key":"dc:format","label":"Dc Format","values":["text"]},{"key":"dc:title","label":"Title","values":["Cross disciplinary effects of text factors and language of recall on reading comprehension"]}]}],"canonical_facts":{"dc:creator":["Putra, Bambang Arya Wija"],"dc:date":["2012"],"dc:date.issued":["2012"],"dc:description.abstract":["Reading theory provides a potentially powerful means of addressing English reading deficiencies and enhancing the reading performance of English as Foreign Language (EFL) students, including those studying at tertiary level in Indonesia. 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Whilst there have been a range of research studies undertaken that draw on Schema Theory, including in the context of foreign/second language reading, to date no study has provided a complete understanding of both the main and the interaction effects of text structure and a rhetorically-oriented framework, both of which are identified as text factors that impact on L2 reading comprehension, comparing recall assessment in students’ native and target languages, and taking into consideration readers from across a range of different, discipline-specific backgrounds."],"dc:format":["text"],"dc:identifier.uri":["https://vuir.vu.edu.au/22303/1/Bambang%20Arya%20Wija%20Putra.pdf"],"dc:language":["en"],"dc:publisher.department":["School of Education"],"dc:publisher.institution":["Victoria University"],"dc:relation.isreferencedby":["https://vuir.vu.edu.au/22303/"],"dc:subject":["School of Education","1302 Curriculum and Pedagogy"],"dc:title":["Cross disciplinary effects of text factors and language of recall on reading comprehension"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["doctoral"],"dc:type.qualificationname":["phd"]},"updated_at":"2026-07-24T06:33:31Z"}