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Williams, Joanna P.; Kao, Jenny C.; Pao, Lisa S.; Ordynans, Jill G.; Atkins, J. Grant; Cheng, Rong; DeBonis, Daniel – Journal of Educational Psychology, 2016
We developed and evaluated an intervention that teaches reading comprehension via expository text structure training to second graders in urban public schools at risk for academic failure. Fifty lessons on 5 basic text structures (sequence, comparison, causation, description, and problem-solution) were embedded in a social studies curriculum that…
Descriptors: Intervention, Reading Comprehension, Grade 2, Urban Schools
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Michael Hebert; Janet J. Bohaty; J. Ron Nelson; Jessica Brown – Journal of Educational Psychology, 2016
In this meta-analysis of 45 studies involving students in Grades 2-12, the authors present evidence on the effects of text structure instruction on the expository reading comprehension of students. The meta-analysis was deigned to answer 2 sets of questions. The first set of questions examined the effectiveness of text structure instruction on…
Descriptors: Text Structure, Reading Instruction, Effect Size, Reading Comprehension
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Wijekumar, Kausalai; Meyer, Bonnie J. F.; Lei, Puiwa – Journal of Educational Psychology, 2017
Reading comprehension in the content areas is a challenge for many middle grade students. Text structure-based instruction has yielded positive outcomes in reading comprehension at all grade levels in small and large studies. The text structure strategy delivered via the web, called Intelligent Tutoring System for the Text Structure Strategy…
Descriptors: Reading Comprehension, Intelligent Tutoring Systems, Pretests Posttests, Web Based Instruction
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Williams, Joanna P.; Pollini, Simonne; Nubla-Kung, Abigail M.; Snyder, Anne E.; Garcia, Amaya; Ordynans, Jill G.; Atkins, J. Grant – Journal of Educational Psychology, 2014
This study evaluated the effectiveness of an intervention for second graders at risk for academic failure, which taught reading comprehension embedded in social studies content. The intervention included instruction about the structure of cause/effect expository text, emphasizing clue words, generic questions, graphic organizers, and close…
Descriptors: Reading Comprehension, Intervention, Elementary School Students, Grade 2
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Meyer, Bonnie J. F.; Wijekumar, Kausalai K.; Lin, Yu-Chu – Journal of Educational Psychology, 2011
In the study, we investigated effects of 2 different versions of a web-based tutoring system to provide 5th-grade students with strategy instruction about text structure, which was an intervention to improve reading comprehension. The design feature assessed varied in individualization of instruction (individualized or standard). The more…
Descriptors: Reading Comprehension, Text Structure, Intervention, Computer Attitudes
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Williams, Joanna P.; Stafford, K. Brooke; Lauer, Kristen D.; Hall, Kendra M.; Pollini, Simonne – Journal of Educational Psychology, 2009
This study evaluated the effectiveness of comprehension training embedded in a program that taught science content to 2nd graders. The program included instruction about the structure of compare-contrast expository text, emphasizing clue words, generic questions, graphic organizers, and the close analysis of well-structured text exemplars. This…
Descriptors: Reading Comprehension, Content Area Reading, Grade 2, Comparative Analysis
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Lehman, Stephen; Schraw, Gregory – Journal of Educational Psychology, 2002
Examines the effects of coherence and relevance on shallow and deeper text processing, testing the hypothesis that enhancing the relevance of text segments compensates for breaks in local and global coherence. Results reveal that breaks in local coherence had no effect on any outcome measures, whereas relevance enhanced deeper processing.…
Descriptors: Cohesion (Written Composition), Reading Comprehension, Reading Processes, Text Structure
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Williams, Joanna P.; Hall, Kendra M.; Lauer, Kristen D.; Stafford, K. Brooke; DeSisto, Laura A.; deCani, John S. – Journal of Educational Psychology, 2005
This study investigates the effectiveness of an instructional program designed to teach 2nd graders how to comprehend compare-contrast expository text. Along with introducing new content (animal classification), the program emphasizes text structure via clue words, a sequence of questions, and a graphic organizer, and via the close analysis of…
Descriptors: Primary Education, Grade 2, Reading Comprehension, Text Structure
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Vosniadou, Stella; And Others – Journal of Educational Psychology, 1988
Two experiments studied whether 110 first, third, and fifth graders' difficulties in detecting inconsistencies in text were related to their failure to represent inconsistent propositions in memory or failure to compare them although remembered. Shortcomings were related more to difficulties in forming mental representations than in comparing…
Descriptors: Content Analysis, Elementary Education, Elementary School Students, Memory
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Sadoski, Mark; And Others – Journal of Educational Psychology, 1993
The comprehensibility, interestingness, familiarity, and memorability of concrete and abstract instructional texts were studied in 4 experiments involving 221 college students. Results indicate that concreteness (ease of imagery) is the variable overwhelmingly most related to comprehensibility and recall. Dual coding theory and schema theory are…
Descriptors: Abstract Reasoning, Content Analysis, Encoding (Psychology), Familiarity
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Dee-Lucas, Diana; Larkin, Jill H. – Journal of Educational Psychology, 1990
Effects on comprehension of a text structure used primarily in science and mathematics to present principles and associated proofs were studied for 70 undergraduates in 3 experiments. Results suggest that the usual proof-first structure is more difficult than a principle-first structure and results in less complete text representation. (SLD)
Descriptors: Higher Education, Readability, Reader Text Relationship, Reading Comprehension
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Rossi, Jean Pierre – Journal of Educational Psychology, 1990
One hundred French children in grade five participated in an experiment to determine how the problem frame facilitates comprehension of a problem solution text. Results demonstrate the positive role of frames in macrostructure construction and support the model of T. A. van Dijk and W. Kintsch (1983). (SLD)
Descriptors: Elementary School Students, Foreign Countries, Grade 5, Intermediate Grades
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Goldman, Susan R.; Murray, John D. – Journal of Educational Psychology, 1992
In 3 experiments, a total of 48 native English speaking and 55 English-as-a-Second-Language (ESL) college students chose alternatives to replace missing logical connectors in expository passages. Differences in meaning and use of the four connector types and implications for improving ESL programing are discussed. (SLD)
Descriptors: Cohesion (Written Composition), College Students, English (Second Language), Expository Writing