scholarly journals Does Text Structure/Summarization Instruction Facilitate Learning from Expository Text?

1987 ◽  
Vol 22 (3) ◽  
pp. 331 ◽  
Author(s):  
Bonnie B. Armbruster ◽  
Thomas H. Anderson ◽  
Joyce Ostertag
Keyword(s):  
Expository Text ◽  
Text Structure ◽  
Summarization Instruction

Contexts for expository text structure use

1989 ◽  
Vol 29 (2) ◽  
pp. 55-72 ◽  
Author(s):  
Christine J. Gordon
Keyword(s):  
Expository Text ◽  
Text Structure

scholarly journals Promise and feasibility of teaching expository text structure: a primary grade pilot study

2017 ◽  
Vol 31 (9) ◽  
pp. 1997-2015 ◽  
Author(s):  
Stephanie Al Otaiba ◽  
Carol McDonald Connor ◽  
Elizabeth Crowe
Keyword(s):  
Pilot Study ◽  
Expository Text ◽  
Text Structure ◽  
Primary Grade

Young writers' use of text structure in expository text generation.

1988 ◽  
Vol 80 (2) ◽  
pp. 143-151 ◽  
Author(s):  
Carol S. Englert ◽  
Sharon R. Stewart ◽  
Elfrieda H. Hiebert
Keyword(s):  
Expository Text ◽  
Text Structure ◽  
Text Generation

How to Teach Expository Text Structure to Facilitate Reading Comprehension

2011 ◽  
Vol 64 (5) ◽  
pp. 368-372 ◽  
Author(s):  
Masoumeh Akhondi ◽  
Faramarz Aziz Malayeri ◽  
Arshad Abd Samad
Keyword(s):  
Reading Comprehension ◽  
Expository Text ◽  
Text Structure

Teaching Expository Text Structure to Young At-Risk Learners: Building the Basics of Comprehension Instruction

2004 ◽  
Vol 12 (3) ◽  
pp. 129-144 ◽  
Author(s):  
Joanna P. Williams ◽  
Kendra M. Hall ◽  
Kristen D. Lauer
Keyword(s):  
At Risk ◽  
Expository Text ◽  
Text Structure ◽  
Comprehension Instruction

scholarly journals The effect of conceptual change text structure on concept understanding and misconception reduction of dynamic electricity

2018 ◽  
Vol 42 ◽  
pp. 00075 ◽  
Author(s):  
Gde Parie Perdana ◽  
Ketut Suma ◽  
Ni Made Pujani
Keyword(s):  
Conceptual Change ◽  
Expository Text ◽  
Text Structure ◽  
Control Group ◽  
Control Group Design ◽  
Concept Understanding ◽  
Conceptual Change Text ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

This study investigated the effect of conceptual change text on student understanding and misconception reduction of dynamic electricity concept. A quasi-experimental research with pre-test/post-test non-equivalent control group design was used. The subjects for this study consisted of 90 tenth-grade students. The three-tier test, the Dynamic Electricity Concept Test (DECT), was developed as pre-test and post-test to access the student conceptions. While the experimental group (n=45) received a conceptual change text, the control group (n=45) received an expository text. MANCOVA analysis was used to know the effect of conceptual change text structure on both dependent variables. The results of the study indicated that the student in the experimental group showed significantly higher understanding and higher misconceptions reduction compared to the students in the control group. Both groups had increased concept understanding and misconceptions reduction, however, the experimental group’s result was better than the control group.

Learning Disabled and Nondisabled College Students' Use of Structure in Recall of Stories and Text

1989 ◽  
Vol 12 (2) ◽  
pp. 108-118 ◽  
Author(s):  
Ellen H. Bacon ◽  
Dale Carpenter
Keyword(s):  
College Students ◽  
Social Studies ◽  
Expository Text ◽  
Learning Disabled ◽  
Text Structure ◽  
Story Grammar ◽  
Story Structure ◽  
Support Research

This study compared LD and average college students' use of expository text structure and story grammar to recall social studies text passages. Students simultaneously read and listened to three passages with different structures: story grammar, comparison, and causation. Results were analyzed for structure use in immediate oral recall. No difference was found between the groups on the use of story grammar and comparison structure. However, the LD students scored significantly lower than their average peers on the causation structure. The results support research showing that LD students use story structure as well as nondisabled students and suggest that structure use is developmental, with use of comparison structures preceding use of causation.

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