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Michael Hebert; Janet J. Bohaty; J. Ron Nelson; Jessica Brown – Grantee Submission, 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 two 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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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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Surber, John R.; Schroeder, Mark – Contemporary Educational Psychology, 2007
College students with either high or low prior domain knowledge (PK) read a text chapter presented in short pages on a computer monitor. Half of the participants read with headings present and half with headings absent. The computer recorded time spent reading and rereading each short page. Learning was assessed through a structured recall task.…
Descriptors: Prior Learning, Computer Uses in Education, Recall (Psychology), College Students
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Gajria, Meenakshi; Jitendra, Asha K.; Sood, Sheetal; Sacks, Gabriell – Journal of Learning Disabilities, 2007
This article summarizes the findings of research studies designed to improve the comprehension of expository text for students with learning disabilities. Twenty-nine studies were located that met the inclusion criteria. Interventions gleaned from the review were categorized as content enhancement (i.e., advance and graphic organizers, visual…
Descriptors: Learning Disabilities, Reading Comprehension, Expository Writing, Intervention
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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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Gordon, Christine J. – Reading Research and Instruction, 1990
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)
Descriptors: Content Area Reading, Elementary School Students, Elementary Secondary Education, Expository Writing
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Spyridakis, Jan H. – Journal of Technical Writing and Communication, 1989
Investigates the role of signaling (structural cues that announce or emphasize content or reveal content relationships) in helping good readers comprehend expository text. Finds that signals do improve a reader's comprehension, particularly comprehension two weeks after the reading of a passage and comprehension of superordinate and superordinate…
Descriptors: Content Area Reading, Context Clues, Expository Writing, Higher Education