This study examined the ability of writers at two ages and three ability levels in generating textually-consistent superordinate main ideas and subordinate details for three types of text structures. Subjects were 62 third and 61 sixth graders. Analyses revealed significant main effects for grade, ability, and text type. (TJH)

Investigates the ability of children at two grades and reading ability levels to write functionally appropriate expository texts. Finds that (1) virtually all the children understand the function and audience for exposition; and (2) reading level is significantly more related than grade level to sophisticated use of cohesion, organization, and a…

Examines the relationship between children's reading performance and their use of cohesion in writing. Finds that good readers achieved significantly more complex cohesive harmony in their writing than poor readers, who made significantly more inappropriate use of cohesive devices. Concludes that knowledge of cohesion is related to children's…