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

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.

Increasing Secondary Students’ Comprehension Through Explicit Attention to Narrative Text Structure

2021 ◽  
pp. 004005992110255
Author(s):  
Whitney Sommers Butler ◽  
Casey Hord ◽  
Susan Watts-Taffe
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
High School Students ◽  
Reading Instruction ◽  
Secondary Students ◽  
Text Structure ◽  
Literacy Skills ◽  
Students With Learning Disabilities ◽  
Narrative Texts ◽  
School Students

In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of teachers to scrutinize the texts they plan to teach to determine what instruction and supports are needed to promote reading comprehension for students with learning disabilities. Specifically, this article examines how nonlinear text structures can challenge adolescent reading comprehension and illustrates explicit text structure instruction with three exemplar texts which use unconventional narrative patterns. The article emphasizes the importance of considering the qualitative features of texts to inform instruction to support reading comprehension for students with learning disabilities.

Teaching Text Structure to Improve Reading Comprehension

2002 ◽  
Vol 37 (4) ◽  
pp. 229-233 ◽  
Author(s):  
Joyce Anderson Downing ◽  
Jeffrey P. Bakken ◽  
Craig K. Whedon
Keyword(s):  
Reading Comprehension ◽  
Text Structure ◽  
Teaching Text
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