Teaching Reading Comprehension: Textual Cohesion & Discourse Analysis
Teaching reading comprehension requires guiding learners to analyse cohesive devices (pronouns, transitional linkers, substitution), recognise discourse structures, and activate background knowledge — rather than relying on isolated word-by-word translation. Explicit instruction in these features directly strengthens L2 comprehension scores.
What this guide covers
- Cohesive devices: reference, substitution, ellipsis, conjunction, lexical cohesion
- Schema theory: the role of background knowledge in reading
- Reading subskills: skimming, scanning, intensive reading, extensive reading
- Moving learners from word-by-word translation to discourse processing
Out of scope
- Reading-test item design for formal examinations
- Extensive reading programme management (graded readers)
- Speed-reading techniques for L1 readers
Why reading comprehension is more than vocabulary
Many learners (and some teachers) assume that reading difficulty is primarily a vocabulary problem: if students know enough words, they will understand the text. Research in L2 reading, however, shows that comprehension depends heavily on textual features beyond individual word meaning — particularly on how sentences are connected through cohesive devices and how the reader's background knowledge interacts with the text.
A learner may know every word in a sentence like "The committee rejected the proposal because it was too vague" and still misunderstand if they cannot resolve the pronoun "it" (does it refer to the committee, the proposal, or the rejection?). This is a cohesion problem, not a vocabulary problem.
Cohesive devices: the glue that holds texts together
Cohesion refers to the linguistic features that create connections between sentences and paragraphs. Halliday and Hasan's foundational taxonomy identifies five main types of cohesive tie:
| Type | Definition | Example |
|---|---|---|
| Reference | Pronouns, demonstratives, and comparatives that point to another element in the text | "The teacher explained the task. She then distributed the handout." |
| Substitution | Replacing a word or phrase with a substitute form | "I'll take the blue one." (one = shirt) |
| Ellipsis | Omitting a word or phrase that is understood from context | "Would you like tea or coffee?" "Coffee […], please." |
| Conjunction | Linking words and phrases that signal logical relationships | "However", "Therefore", "In addition", "Although" |
| Lexical cohesion | Repetition, synonymy, or collocation that creates continuity | "The car broke down. The vehicle had to be towed." |
Teaching learners to identify and track these devices across a text significantly improves their ability to follow the writer's argument, even when some individual words are unfamiliar.
Schema theory and background knowledge
Schema theory proposes that readers interpret new information by fitting it into existing mental frameworks (schemata) built from prior knowledge and experience. Two types of schema are relevant to reading comprehension:
- Content schemata: background knowledge about the topic (e.g., knowing how airports work helps a learner understand a passage about checking in)
- Formal schemata: knowledge of text types and discourse structures (e.g., recognising that a newspaper editorial follows a claim-argument-conclusion pattern)
Pre-reading activities that activate relevant schemata (brainstorming, predicting from headlines, discussing prior experience) prepare learners to process the text more efficiently. Without schema activation, learners may understand individual sentences but fail to construct a coherent interpretation of the whole text.
Be aware that schema activation can introduce bias. If a learner's background knowledge conflicts with the text's content, they may resist or distort the information. Teaching critical reading alongside schema activation helps learners evaluate, not just assimilate, what they read.
Reading subskills: a repertoire, not a sequence
Proficient readers draw on a range of subskills depending on their reading purpose:
| Subskill | Purpose | Task example |
|---|---|---|
| Skimming | Get the gist or main idea quickly | "Read the article in 90 seconds and choose the best title" |
| Scanning | Locate specific information | "Find the date of the conference and the registration deadline" |
| Intensive reading | Detailed understanding of language and content | "Read paragraph 3 and explain how the author supports their claim" |
| Extensive reading | Read for pleasure and general comprehension over time | "Read a graded reader at your level and keep a reading log" |
| Inferring | Derive meaning not explicitly stated | "Why does the writer use the word allegedly here?" |
Lessons that always require the same reading approach (e.g., always reading every word carefully) do not develop the full range of subskills learners need. Effective reading instruction varies the task type so that learners practise switching between skimming, scanning, and intensive reading as appropriate.
Moving beyond word-by-word translation
One of the most common barriers to reading development is learners' reliance on translating every word into their L1. While some L1 mediation is natural, excessive word-by-word translation prevents learners from reading at discourse level and severely limits reading speed.
Strategies to reduce reliance on word-by-word translation:
- Set time limits on reading tasks to encourage faster processing
- Use gist questions that can be answered without understanding every word
- Teach guessing meaning from context as a deliberate strategy (not a guess)
- Highlight cohesive devices as navigation tools through a text
- Use graded readers where vocabulary is controlled and extensive reading is the goal
Resource
Textual Cohesion Analysis Worksheet & Reading Guide
A classroom worksheet for analysing cohesive devices in a text, with a reading-lesson planning guide.
Download: Textual Cohesion Analysis Worksheet & Reading Guide (PDF)Frequently asked questions
How do cohesive devices support L2 reading comprehension?
Cohesive devices (pronouns, conjunctions, lexical repetition, substitution) create the logical connections between sentences and paragraphs that allow a reader to follow the writer's argument. When learners can track these connections, they can understand text at the discourse level rather than sentence by sentence, even when individual words are unfamiliar.
What is the role of background knowledge (schema theory) in reading comprehension?
Schema theory proposes that readers interpret new information by fitting it into existing mental frameworks (schemata) built from prior knowledge. Activating relevant schemata before reading — through brainstorming, prediction, or discussion — helps learners process the text more efficiently by providing a framework into which new information can be integrated.
How can teachers help students move from word-by-word translation to discourse processing?
Strategies include setting time limits on reading tasks, asking gist questions that do not require word-level understanding, explicitly teaching guessing meaning from context, highlighting cohesive devices as navigation tools, and using graded readers for extensive reading practice at the learner's comfort level.
Teaching reading comprehension requires guiding learners to analyse cohesive devices, discourse structures, and contextual references rather than relying on isolated word decoding.
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References & further reading
Written and reviewed by Ian L. Evans, TeflToday.org. Last reviewed August 4, 2026.