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Stewart, Melissa; Young, Terrell A. – Reading Teacher, 2019
To craft engaging nonfiction prose, young writers should focus on a specific idea or concept of interest and use acclaimed children's books as mentor texts to help them understand options for developing their ideas. In this article, the authors provide examples of high-quality children's nonfiction for exploring various formats and text structures…
Descriptors: Nonfiction, Childrens Literature, Text Structure, Expressive Language
Akhondi, Masoumeh; Malayeri, Faramarz Aziz; Samad, Arshad Abd – Reading Teacher, 2011
Expository text offers particular challenges to the reader because of the abstract and unfamiliar concepts that it presents. In order to solve these problems in reading classes, students should be taught the hierarchical structure of the expository text and the interrelationships among ideas. This is what experts in this field refer to as text…
Descriptors: Reading Comprehension, Text Structure, Expository Writing, Reading Instruction
Cummins, Sunday; Quiroa, Ruth E. – Reading Teacher, 2012
The purpose of this "teaching tips" article is to describe practical classroom instruction that helps elementary students write expository responses to narrative texts. It focuses on the importance of scaffolded, interactive discussions comprised of a combination of teacher think alouds and similar student responses before, during, and…
Descriptors: Reading Comprehension, Text Structure, Protocol Analysis, Teaching Methods
Dymock, Susan; Nicholson, Tom – Reading Teacher, 2010
This article reviews theoretical and research evidence to support the explicit and systematic teaching of five comprehension strategies that will help all students tackle expository texts with success. The article explains the "High 5!" strategies and how to teach them. An example of a lesson is included to show how the five strategies connect…
Descriptors: Inferences, Reading Instruction, Teaching Methods, Reading Comprehension
Kelley, Michelle J.; Clausen-Grace, Nicki – Reading Teacher, 2010
The Text Feature Walk is a structure created and employed by the authors that guides students in the reading of text features in order to access prior knowledge, make connections, and set a purpose for reading expository text. Results from a pilot study are described in order to illustrate the benefits of using the Text Feature Walk over…
Descriptors: Reading Comprehension, Prior Learning, Expository Writing, Text Structure
Strassman, Barbara K.; MacDonald, Hillary; Wanko, Lindsay – Reading Teacher, 2010
Children ages 2-18 spend between two and four hours per day watching TV, a calculation that is even higher if DVDs, videos and the Internet are included. Although the amount of television watched by today's children has raised concerns about their literacy development, captions could hold a key to turning television into an educational asset.…
Descriptors: Reading Comprehension, Mentors, Printed Materials, Documentaries

Newman, Gayle – Reading Teacher, 2002
Describes the idea of creating a glove for each of the comprehension strategies for use with different text structures. Notes that the gloves serve as a multisensory approach by providing visual clues through icons on each finger and the palm. Discusses three different gloves: the prereading glove, the narrative text structure glove, and the…
Descriptors: Elementary Education, Expository Writing, Instructional Innovation, Literacy

Raphael, Taffy E.; Englert, Carol Sue – Reading Teacher, 1990
Describes the Cognitive Strategy Instruction in Writing (CSIW) program by discussing: (1) knowledge bases that are useful for expository writing and reading; (2) features of instruction inherent in CSIW that help build knowledge for successful writing and reading; and (3) the effect of CSIW on students' expository writing and reading. (MG)
Descriptors: Cognitive Processes, Elementary Education, Expository Writing, Reading Comprehension