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Showing 1 to 15 of 17 results Save | Export
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Bogaerds-Hazenberg, Suzanne T. M.; Evers-Vermeul, Jacqueline; van den Bergh, Huub – Reading Research Quarterly, 2021
In this meta-analysis, the authors synthesize results from 44 (quasi-)experimental studies on informational and narrative text structure interventions involving students in grades 4-6 in regular school settings. Findings show that text structure instruction had positive immediate effects on students' reading comprehension but that effect sizes…
Descriptors: Meta Analysis, Text Structure, Reading Instruction, Reading Comprehension
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Strong, John Z. – Reading Research Quarterly, 2020
The purpose of this mixed-methods experimental study was to investigate the effects and social validity of a text structure intervention for reading and writing in upper elementary grades. Fourth- and fifth-grade teachers (N = 11) in three elementary schools were randomly assigned to implement the text structure intervention or a comprehension…
Descriptors: Text Structure, Intervention, Grade 4, Grade 5
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Pyle, 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
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Magnusson, Camilla G.; Roe, Astrid; Blikstad-Balas, Marte – Reading Research Quarterly, 2019
The authors examined naturally occurring reading comprehension strategies instruction (RCSI) across four consecutive lessons in 47 Norwegian language arts classrooms at the lower secondary level via video observations (n = 178). Although numerous studies have examined the effectiveness of RCSI for improving reading outcomes, few studies have…
Descriptors: Reading Comprehension, Reading Strategies, Video Technology, Language Arts
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Gámez, Perla B.; González, Dahlia; Urbin, LaNette M. – Reading Research Quarterly, 2017
This study examined the relation between exposure to shared book reading and Spanish-speaking English learners' (ELs'; n = 102) narrative production and comprehension skills in kindergarten (mean age = 6.12 years). Audio- and videotaped book-reading sessions in Spanish were coded in terms of teachers' extratextual talk and gestures. Using a silent…
Descriptors: Spanish Speaking, English Language Learners, Kindergarten, Books
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Meyer, Bonnie J. F.; Wijekumar, Kay; Middlemiss, Wendy; Higley, Kelli; Lei, Pui-Wa; Meier, Catherine; Spielvogel, James – Reading Research Quarterly, 2010
This study investigated the effects of different versions of Web-based instruction focused on text structure on fifth- and seventh-grade students' reading comprehension. Stratified random assignment was employed in a two-factor experiment embedded within a pretest and multiple posttests design (immediate and four-month delayed posttests). The two…
Descriptors: Feedback (Response), Reading Comprehension, Text Structure, Web Based Instruction
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Chambliss, Marilyn J. – Reading Research Quarterly, 1995
Investigates text cues and comprehension strategies used by competent readers comprehending lengthy written arguments. Finds that both text structure and signaling in introductions and conclusions consistently influenced the 12th-grade advanced placement English students' responses. Notes that these cues helped students recognize the argument…
Descriptors: Cues, High Schools, Reading Comprehension, Reading Research
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Wade, Suzanne E.; And Others – Reading Research Quarterly, 1993
Investigates how interest and importance interact to affect the strategy use and recall of skilled readers. Finds that readers acted strategically, except when they encountered seductive details: subjects spent a great deal of time on seductive details, even though they considered them highly memorable and unimportant. (RS)
Descriptors: Higher Education, Reading Comprehension, Reading Research, Reading Strategies
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Roller, Cathy M. – Reading Research Quarterly, 1990
Reviews research on the effects of world knowledge and text structure variables on reading comprehension. Concludes that text structure variables exert influence only when the subject matter is moderately unfamiliar and are redundant in reading familiar or very difficult material. Suggests knowledge and structure variables should be manipulated…
Descriptors: Literature Reviews, Prior Learning, Reader Text Relationship, Reading Comprehension
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Sadoski, Mark; And Others – Reading Research Quarterly, 1995
Extends an earlier study by using different materials, ratings for familiarity, and more stringent experimental controls. Finds concreteness effects in two experiments using undergraduate students. Suggests that familiarity and concreteness contribute separately to recall. Supports a dual coding theory. Discusses implications for text design. (RS)
Descriptors: Higher Education, Reader Text Relationship, Reading Comprehension, Reading Research
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Beck, Isabel L.; And Others – Reading Research Quarterly, 1995
Examines effects on recall and comprehension of a passage from a fourth-grade textbook and versions revised for greater coherence or to exhibit voice. Finds that, immediately after reading, the voiced coherent passage held significant advantage over all other passages in both recall and comprehension. Finds similar, though statistically…
Descriptors: Coherence, Grade 4, Intermediate Grades, Readability
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Loxterman, Jane A.; And Others – Reading Research Quarterly, 1994
Investigates effects of text coherence and active engagement on students' comprehension of textbook information. Finds a continuum of increased performance from original silent text, to original text with thinking aloud, to revised text read silently, and finally revised text with thinking aloud. (SR)
Descriptors: Cohesion (Written Composition), Grade 6, Intermediate Grades, Protocol Analysis
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Purnell, Kenneth N.; Solman, Robert T. – Reading Research Quarterly, 1991
Presents five experiments examining the use of illustrations in the comprehension of technical material by students of good to very good reading ability. Concludes that technical content which lends itself to presentation as an illustration will be comprehended better as an illustration than as text and will be comprehended best of all if…
Descriptors: Content Area Reading, Foreign Countries, Geography, Illustrations
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Wade, 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
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Hare, Victoria Chou; And Others – Reading Research Quarterly, 1989
Examines the effect of contrived instructional texts and naturally occurring texts (content area textbooks) on students' main idea comprehension. Concludes that students taught to identify the main idea using only contrived texts, such as basal skills lessons, will have difficulty transferring their main idea skills to naturally occurring texts.…
Descriptors: Basal Reading, Content Area Reading, Elementary Secondary Education, Grade 11
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