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Andrews, Richard – Educational Review, 2007
This article concentrates on the dissertation or thesis as a form of argumentation common in postgraduate experience. The nature and history, as well as the social and political context of the dissertation/thesis are explored. Its basic structures are discussed; and three dissertations are examined to test the degree to which they embody…
Descriptors: Critical Thinking, Research, Persuasive Discourse, Doctoral Dissertations
Beach, Richard – Online Submission, 2011
This paper analyzes the influence of three different learning paradigms for learning literacy--formalist, cognitive-processing, and literacy practices--on the implementation of the Common Core State Standards. It argues that the Common Core State Standards are based largely on a formalist paradigm as evident in the emphasis on teaching text…
Descriptors: Text Structure, Models, State Standards, Educational Change
MacArthur, Charles A.; Philippakos, Zoi – Exceptional Children, 2010
Students learned a strategy for planning, writing, and evaluating compare-contrast essays. Instruction followed the principles of self-regulated strategy development, which aims to improve knowledge about writing, strategic writing processes, self-regulation, and motivation. Six adolescent students, 3 with learning disabilities in writing and 3…
Descriptors: Text Structure, Self Efficacy, Learning Disabilities, Writing Processes
Behrns, Ingrid; Ahlsen, Elisabeth; Wengelin, Asa – Clinical Linguistics & Phonetics, 2008
Most of the previous research on aphasia and writing ability concentrates on the production of words in isolation. The purpose of the current study was to examine the process of producing written texts by clients with aphasia. By using keystroke logging, it was possible to analyse the participants' ongoing work during text writing. Results showed…
Descriptors: Text Structure, Writing (Composition), Syntax, Aphasia
Reynolds, Gillian A.; Perin, Dolores – Reading Psychology, 2009
This study compared two techniques for teaching middle school students to compose from expository text sources, a common but difficult academic writing task. Classroom social studies content was used. Text structure instruction (TSI), which focused on text characteristics using graphic organizers, was compared with PLAN & WRITE for Summarization…
Descriptors: Middle School Students, Text Structure, Writing Strategies, Writing Instruction
Shanahan, Timothy; Callison, Kim; Carriere, Christine; Duke, Nell K.; Pearson, P. David; Schatschneider, Christopher; Torgesen, Joseph – What Works Clearinghouse, 2010
Strong reading comprehension skills are central not only to academic and professional success, but also to a productive social and civic life. These skills build the capacity to learn independently, to absorb information on a variety of topics, to enjoy reading, and to experience literature more deeply. Despite the growing demand for highly…
Descriptors: Reading Comprehension, Beginning Reading, Reading Instruction, Teaching Methods
Englert, Carol Sue – Learning Disabilities Research & Practice, 2009
This article follows the development of three literacy programs that were designed by researchers at Michigan State University to support struggling readers and writers. The literacy interventions focus on strategy instruction in both writing and reading, and they culminate in the development of an integrated reading-writing program to support the…
Descriptors: Text Structure, Literacy, Reading Instruction, Intervention
Beyreli, Latif; Ari, Gokhan – Educational Sciences: Theory and Practice, 2009
In this study, the purpose was to determine whether there was concordance among raters in the assessment of the writing performance using analytic rubric; furthermore, factors affecting the assessment process were examined. The analytic rubric used in the study consists of three sections and ten properties: External structure (format, spelling and…
Descriptors: Sentences, Scoring Rubrics, Program Effectiveness, Writing Evaluation
Bolton, Faye – Teaching Pre K-8, 2007
In this article, the author discusses top-level structure, a form of text structure that would help students improve their reading comprehension. There are four main organizational patterns, or top-level structures, that occur mostly in factual texts: compare/contrast, cause/effect, problem/ solution, and list-like. Authors often use signaling…
Descriptors: Reading Comprehension, Text Structure, Reading Strategies, Reading Skills
Wood, Karen D.; Pilonieta, Paola; Blanton, William E. – Middle School Journal (J3), 2009
The authors maintain that developing an awareness of the skills and tasks involved in proficient reading is necessary in the middle grades and that success with these skills and tasks develops through peer interaction and meaningful activity, not through teacher-dominated discussion. To that end, in this column, the authors introduce the…
Descriptors: Middle School Students, Reading Skills, Content Area Reading, Integrated Curriculum
Salmani Nodoushan, Mohammad Ali – Online Submission, 2010
Rhetorical structure refers to a complex network of relationships and the way the underlying ideas are organized within a text. This study was conducted to see whether explicit instruction of descriptive and causative text organization positively affected L3 reading recall. 240 Turkish students of EFL who had Persian as their second language were…
Descriptors: Rhetoric, English (Second Language), Language Proficiency, Second Language Learning
Protopsaltis, Aristidis – Journal of Educational Multimedia and Hypermedia, 2008
Previous work applying cognitive load theory has demonstrated the effect of various text/graphic/narration relations on learning using multimedia material. Other work has looked at how the degree of integration between the text and graphics influences their use. This study set out to look at how the degree of integration between text and graphics…
Descriptors: Multimedia Materials, Reading Strategies, Cognitive Processes, Instructional Materials
O'Reilly, Tenaha; McNamara, Danielle S. – Discourse Processes: A Multidisciplinary Journal, 2007
Students with low knowledge have been shown to better understand and learn more from more cohesive texts, whereas high-knowledge students have been shown to learn more from lower cohesion texts; this has been called the "reverse cohesion effect". This study examines whether students' comprehension skill affects the interaction between…
Descriptors: Interaction, Inferences, Reading Comprehension, Knowledge Level
Kaivanpanah, Shiva; Alavi, Sayyed Mohammad – System: An International Journal of Educational Technology and Applied Linguistics, 2008
The role of grammatical knowledge in inferencing word meaning has not received proper attention in L2 research. Addressing this issue, the present paper provides research-based and introspective think-aloud data to examine the contribution of grammatical knowledge to inferencing the meaning of unknown words. It addresses (a) the effects of…
Descriptors: Semantics, Grammar, Linguistics, English (Second Language)
Mitchell, Don C.; Shen, Xingjia; Green, Matthew J.; Hodgson, Timothy L. – Journal of Memory and Language, 2008
When people read temporarily ambiguous sentences, there is often an increased prevalence of regressive eye-movements launched from the word that resolves the ambiguity. Traditionally, such regressions have been interpreted at least in part as reflecting readers' efforts to re-read and reconfigure earlier material, as exemplified by the Selective…
Descriptors: Sentences, Eye Movements, Linguistics, Figurative Language