The Impact of Local And Global Cohesion on the Improvement of Comprehension

This article aims to study the impact of local cohesion and global cohesion on the improvement of high school student's comprehension. The subjects consisted of 240 third-grade high school students who were selected randomly by multistage sampling method. Participants were randomly assigned to four 60-member groups. There were 4 versions of a text that have been differentiated from a cohesive point of view, including LL-HGC,1 HL-LGC,2 LLGC,3 and HLGC4. Each group read one of these versions. After a pre-test, the students have read the experimental text for 30 minutes and at the final stage, a post-test was taken to evaluate their comprehension. A covariance analysis was applied to compare the comprehension of students. The results show that the comprehension scores of those who read the HLGC version were significantly higher than that of the readers of LLGC version (p<0.001). Moreover, the mean scores of those who read the LL-HGC version were significantly lower than that of the readers of HLGC version (p=0.006). Therefore, HLGC, HLLGC, and LL-HGC versions respectively have the most positive effects on the comprehension of the students, and finally, LLGC version stands at the end of this list.