scholarly journals A Meta‐Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades

2020 ◽  
Author(s):  
Suzanne T.M. Bogaerds‐Hazenberg ◽  
Jacqueline Evers‐Vermeul ◽  
Huub Bergh
Keyword(s):  
Reading Comprehension ◽  
Meta Analysis ◽  
Text Structure ◽  
Upper Elementary ◽  
Elementary Grades ◽  
Structure Instruction

The effects of text structure instruction on expository reading comprehension: A meta-analysis.

2016 ◽  
Vol 108 (5) ◽  
pp. 609-629 ◽  
Author(s):  
Michael Hebert ◽  
Janet J. Bohaty ◽  
J. Ron Nelson ◽  
Jessica Brown
Keyword(s):  
Reading Comprehension ◽  
Meta Analysis ◽  
Text Structure ◽  
Structure Instruction

Improving content area reading comprehension of Spanish speaking English learners in Grades 4 and 5 using web-based text structure instruction

2017 ◽  
Vol 31 (9) ◽  
pp. 1969-1996 ◽  
Author(s):  
Kausalai Wijekumar ◽  
Bonnie J. F. Meyer ◽  
Puiwa Lei ◽  
Anita C. Hernandez ◽  
Diane L. August
Keyword(s):  
Reading Comprehension ◽  
English Learners ◽  
Content Area Reading ◽  
Text Structure ◽  
Content Area ◽  
Web Based ◽  
Spanish Speaking ◽  
Structure Instruction

Screening in the Upper Elementary Grades: Identifying Fourth-Grade Students At-Risk for Failing the State Reading Assessment

2018 ◽  
Vol 44 (3) ◽  
pp. 160-172 ◽  
Author(s):  
Shawn C. Kent ◽  
Jeanne Wanzek ◽  
Joonmo Yun
Keyword(s):  
Reading Comprehension ◽  
Student Performance ◽  
Classification Accuracy ◽  
Reading Assessment ◽  
Fourth Grade ◽  
Upper Elementary ◽  
Elementary Grades ◽  
Cut Scores ◽  
Students At Risk ◽  
Word Level

This study examined the predictive validity and classification accuracy of individual- and group-administered screening measures relative to student performance on a year-end state reading assessment in two states. A sample of 321 students was assessed in the areas of word-level and text fluency, as well as reading comprehension in the fall of fourth grade. For individual measures, a group-administered reading comprehension test exhibited the highest classification accuracy (74%–80%) for both outcomes though no screener demonstrated optimal sensitivity and specificity levels. Using a multivariate approach, logistic regression results revealed minimal to no increase in classification accuracy over the single comprehension measure. Receiver operating characteristic (ROC) curve analyses determined local cut scores to maintain sensitivity constant at .90, which resulted in a large number of false positives. The implications and limitations of these findings for screening at the upper elementary level are discussed.

Digital Literacies and Text Structure Instruction

2020 ◽  
pp. 52-71 ◽  
Author(s):  
Tracey S. Hodges ◽  
Sharon D. Matthews
Keyword(s):  
Reading Comprehension ◽  
Literature Review ◽  
Digital Media ◽  
Literacy Instruction ◽  
New Literacies ◽  
Text Structure ◽  
Digital Literacies ◽  
Instructional Tools ◽  
Text Structures ◽  
Structure Instruction

In considering the intersection of digital texts and reading comprehension, teachers now need strategies and instructional tools that promote deep, critical thinking of multimedia text. One area of literacy instruction that can increase students' reading comprehension of multimedia texts comes with understanding, analyzing, and evaluating text structures. As a first step to understanding what research says about integrating text structures with digital literacies, the researchers conducted a systematic literature review of articles published between January 1, 2000 and December 31, 2017. While new literacies, visual literacies, and other digital media show increased prominence in education, the researchers identified only eight studies focusing on how text structures are unique to digital content. In the present chapter, the researchers analyze benefits and new language demands presented by these studies. Additionally, the researchers discuss implications for teacher practice and pedagogy when intersecting text structure instruction with digital literacies.

scholarly journals What textbooks offer and what teachers teach: an analysis of the Dutch reading comprehension curriculum

2022 ◽  
Author(s):  
Suzanne T. M. Bogaerds-Hazenberg ◽  
Jacqueline Evers-Vermeul ◽  
Huub van den Bergh
Keyword(s):  
Reading Comprehension ◽  
Mixed Method ◽  
Reading Skills ◽  
Text Structure ◽  
Reading Curriculum ◽  
Teacher Interviews ◽  
Strong Focus ◽  
Reading Comprehension Instruction ◽  
Structure Instruction

AbstractIn the Netherlands, the quality of the reading curriculum is currently under debate because of disappointing results on national and international assessments of students’ reading skills and motivation. In a mixed-method study, we analyzed the content of Dutch textbooks for reading comprehension instruction (i.e., the implemented curriculum) and teachers’ evaluation and use of these books (i.e., the enacted curriculum). A materials analysis of reading comprehension lessons (N = 80) in eight textbooks for grades 4 and 5 was complemented with semi-structured teacher interviews (N = 29) and lesson observations (N = 11), with a focus on the quality of reading strategy and text structure instruction in the curriculum. Main findings are (1) a lack of alignment between lesson goals, theory, and assignments, (2) a strong focus on practicing strategies, (3) limited declarative knowledge about strategies and text structure, (4) little opportunities for self-regulated strategy application. The teachers that were interviewed mention similar problems, but still hardly deviate from the textbook’s content and pedagogical guidelines. We make recommendations to improve the quality of the curriculum.

Inference Instruction to Support Reading Comprehension for Elementary Students With Learning Disabilities

2016 ◽  
Vol 52 (5) ◽  
pp. 279-286
Author(s):  
Colby Hall ◽  
Marcia A. Barnes
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
Elementary Students ◽  
Upper Elementary ◽  
Elementary Grades ◽  
Students With Learning Disabilities ◽  
Step Process ◽  
Comprehension Skill ◽  
Knowledge Based ◽  
Students With Ld

Making inferences during reading is a critical standards-based skill and is important for reading comprehension. This article supports the improvement of reading comprehension for students with learning disabilities (LD) in upper elementary grades by reviewing what is currently known about inference instruction for students with LD and providing detailed suggestions and a five-step process for teaching students to make text-connecting and knowledge-based inferences while reading. By bolstering this key reading comprehension skill in the upper elementary grades, teachers can better prepare students for the increased reading comprehension demands of middle school.

A Meta-Analysis of the Effects of Reading Comprehension Interventions on the Reading Comprehension Outcomes of Struggling Readers in Third Through 12th Grades

2021 ◽  
pp. 001440292110508
Author(s):  
Marissa J. Filderman ◽  
Christy R. Austin ◽  
Alexis N. Boucher ◽  
Katherine O’Donnell ◽  
Elizabeth A. Swanson
Keyword(s):  
Reading Comprehension ◽  
Struggling Readers ◽  
Grade Level ◽  
Meta Analysis ◽  
Strategy Instruction ◽  
Background Knowledge ◽  
Upper Elementary ◽  
Positive Effects ◽  
Theories Of Reading ◽  
Comprehension Intervention

Informed by theories of reading comprehension and prior reviews of reading comprehension intervention, this meta-analysis uniquely contributes to the literature because it describes the relative effects of various approaches to comprehension intervention for struggling readers in Grades 3 through 12. Findings from 64 studies demonstrate significant positive effects of reading comprehension intervention on comprehension outcomes ( g = .59, p < .001, 95% confidence interval [CI] [0.47, 0.74], τ2 = .31). A metaregression model indicated significantly higher effects associated with researcher-developed measures, background knowledge instruction, and strategy instruction, and significantly lower effects associated with instructional enhancements. Grade level, metacognitive approaches, and study quality did not moderate effects. Findings support the use of background knowledge instruction and strategy instruction to support comprehension of struggling readers in upper elementary and beyond.

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