'cohesion devices' is an appropriate and usable phrase in written English.
It is used to refer to techniques used to make written material easier to read and understand, such as pronouns, repetition, and transitional words. For example, in this sentence, the word "such" is a cohesion device that helps to link the two ideas.
Specifically, understanding about narrative structure of written texts pertains to children's mastery of structural coherence (event structure) and linguistic cohesion (the use of cohesive devices to show the semantic and logical relations between clauses and sentences) of story organization.
In these studies, children with reading comprehension difficulties often demonstrated deficits in two important elements of narrative production, namely the structural coherence (event structure) and the linguistic cohesion (the use of cohesive devices to show the semantic and logical relations between clauses and sentences) of story organization.
The outline of the cohesive chains establishes the structure of cohesion upon which the textual coherence arises; and the cohesive devices in these cohesive chains are important in forming the grid of cohesion structure.
However, the definition of coherence as consisting of cohesive devices alone was criticized by later writers and the presence of cohesive devices came to be known as cohesion which was distinguished from coherence (Bamberg, 1984; Carrell, 1982; Johns, 1986).
In the present research, cohesion is treated as a key factor in building up the coherence of a text, and the configuration of cohesive devices in cohesive chains in the text as essential.
More specifically, knowledge of cohesion is demonstrated by "producing…explicitly marked relationships among sentences in written texts" (2010: 45) using cohesive devices such as 'therefore'on'on the other hand', and 'however'however
It was considered by the researchers that, as misuse of cohesive devices would serve to confuse the message rather than making it clear, only correctly used cohesive devices would be included in the evaluation of cohesion.
Research shows that inter- and intra-developmental differences may appear in how children learn to use these devices, but cohesion is commonly overlooked in the evaluation and instruction of writing.
Family functioning was assessed using the Family Assessment Device and Cohesion subscale of the Family Environment Scale.
Two measures of family functioning, the Family Assessment Device (FAD) and Cohesion subscale of the Family Environment Scale (FES) were completed by patient, healthy parent and adolescent (where the latter was selected as target child).
