Reading and comprehending content area texts require learners to effectively select and encode with hierarchically strategic memory structures in order to combine new information with prior knowledge. Unfortunately, evidence from state and national tests shows that children fail to successfully navigate the reading comprehension challenges they…

Content area reading comprehension and writing have been a challenge for children in the U.S. schools for many years as evidenced by state and national assessments. One promising solution to the problem is text structure based instruction that promotes strategic selection, encoding, retrieval, and use of information for myriads of activities…

This study evaluated the effectiveness of a comprehension program integrated with social studies instruction designed for at-risk second graders. The program included instruction in cause-effect text structure, emphasizing clue words, generic questions, graphic organizers, and the close analysis of specially constructed cause-effect target…

A study determined the effect of three types of text structures (attribution, comparison, and collection) on fifth graders' reading comprehension. Subjects, 71 students from 3 classrooms in 1 public elementary school in southern California, were randomly assigned to 1 of those 3 conditions. There was no instruction given. Students read…

Examines the contexts for use of knowledge about expository text structure and the ways in which students use text structure knowledge. Finds that, following text structure instruction, students used their knowledge of text structure in a variety of contexts during reading, writing, and everyday life. (SR)

A study examined whether the more inviting text structure of informational storybooks (compared to an information book) influences comprehension of scientific information. Ninety-six third-grade subjects were drawn from eight classrooms in four elementary schools in a mid-size metropolitan area in the southern United States. Within each class, six…