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Since all dichotomously-scored items were embedded in six texts, the study examined DBF at the text level as apparently each text shared a common content theme.
This result suggests that, for these students, training interventions focused at the text level and its comprehension might be more beneficial for reading in general (i.e., for the two components of reading) than word-level decoding trainings.
It could be argued that Utopia Docs also introduces another type of dynamic link, which is not at the text level, but the document level, and connects the entire document to material like related literature, altmetrics and citations.
At the text level comprehension, Glanzer et al. (1984) and Graesser and Mandler (1975) found that the slower reading time is spent by comprehenders when they stepped in the initial stage of processes such as the first sentence of paragraph or the first sentence of an episode (Haberlandt et al. 1980).
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However, different from Phase 2, the tutor training was directed at periodicity at the whole text level (Martin & Rose, 2003).
A student passes a particular text level (considered an independent reader at that text level) when their accuracy, fluency, and comprehension scores all exceed a stated benchmark score for each of those three constructs.
Furthermore, the training provided to tutors at the whole text level was more effective in Phase 3 than in Phase 2. Therefore, this action research recommended that tutors that support ESL writers' academic literacy skills need to be trained in GM.
Furthermore, GM training is more effective when it is designed in relation to periodicity at the whole text level.
In other words, when GM is taught to students and tutors based information flow at the whole text level (macro-Theme, macro-New, hyper-Theme, and hyper-New), it generates more instances of GM instances and GM feedback.
In addition, code-specific Kappa scores were produced at the text segment level.
At the full-text level, the articles that met the inclusion criteria were reviewed in detail.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com