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Direct linkPyle, Nicole; Vasquez, Ariana C.; Lignugaris/Kraft, Benjamin; Gillam, Sandra L.; Reutzel, D. Ray; Olszewski, Abbie; Segura, Hugo; Hartzheim, Daphne; Laing, Woodrow; Pyle, Daniel – Reading Research Quarterly, 2017
This meta-analysis synthesizes results from expository text structure interventions designed to increase comprehension for students in kindergarten to grade 12 published between 1970 and 2013. Twenty-one studies were identified, 19 of which met criteria for a meta-analysis, including 48 studywise effect sizes that were meta-analyzed to determine…
Descriptors: Expository Writing, Text Structure, Intervention, Reading Comprehension
Diakidoy, Irene-Anna N.; Mouskounti, Thalia; Ioannides, Christos – Reading Research Quarterly, 2011
The study compared the effects of a refutation text on comprehension and learning outcomes to those of a standard expository text. Undergraduate students with varying amounts of accurate and inaccurate prior knowledge read and recalled a refutation or an expository text about energy. Comprehension measures included the amount of text information…
Descriptors: Undergraduate Students, Reading Comprehension, Prior Learning, Inferences
Peer reviewedWade, Suzanne E.; Buxton, William M.; Kelly, Michelle – Reading Research Quarterly, 1999
Finds and describes five text characteristics that are most positively associated with interest in expository text, and three most negatively associated. Shows that interest and importance were highly correlated, and that information rated as both interesting and important was recalled best. (SR)
Descriptors: Expository Writing, Higher Education, Protocol Analysis, Reader Text Relationship
Peer reviewedBaker, Linda – Reading Research Quarterly, 1985
Reports on a study in which college students differing in verbal ability read and evaluated their comprehension of expository passages. Results revealed both quantitative and qualitative differences in the evaluation standards used. (HOD)
Descriptors: Cohesion (Written Composition), College Students, Comparative Analysis, Evaluation Criteria
Peer reviewedTaylor, Barbara M. – Reading Research Quarterly, 1980
Investigates the relationship of reading ability and age to children's recall of expository text after reading and analyzes children's sensitivity to text structure. (MKM)
Descriptors: Adults, Children, Connected Discourse, Discourse Analysis
Peer reviewedSpyridakis, Jan H.; Standal, Timothy C. – Reading Research Quarterly, 1987
Examines the effects of three text signal types (headings, previews, logical connectives) on relatively sophisticated college age readers and their comprehension of technical expository prose. Concludes that all three types can enhance comprehension, but that facilitation depends on passage length and difficulty. (FL)
Descriptors: Context Clues, Expository Writing, Higher Education, Language Usage
Peer reviewedTaylor, Barbara M.; Beach, Richard W. – Reading Research Quarterly, 1984
Investigates the effectiveness of a hierarchical summary procedure used after reading social studies material. Concludes that the procedure enhanced students' recall for relatively unfamiliar, but not relatively familiar, social studies text and had a positive effect on the quality of their expository writing. (FL)
Descriptors: Content Area Reading, Elementary Secondary Education, Expository Writing, Grade 7
