ERIC Number: ED243311
Record Type: RIE
Publication Date: 1984-Mar
Reference Count: 0
Facilitating Reading Comprehension by Teaching Text Structure: What the Research Shows.
Carrell, Patricia L.
The limited existing research on text structure and its effects on reading comprehension in English as a native language and English as a second language (ESL) is reviewed, and studies that have shown facilitating effects on first language reading comprehension of explicitly teaching text structure are discussed. A research project in progress that addresses the question of whether ESL comprehension can be facilitated by teaching text structure is described. The study, using a heterogeneous group of advanced ESL students in an intensive English program, involves a training program in text structure, comprised of five hour-long sessions within one week and integrated into the regular ESL reading classes, with much student interaction and individual corrective feedback. A control group not receiving the training simultaneously undergoes the regular curriculum. One pre- and two post-tests are administered, one post-test immediately following the training and one three weeks later. The expected result is that trained students will perform better than controls on both post-tests and on independent measures of reading ability, as was the case in the pilot study. A bibliography and a chart of four types of top-level organization of expository text are included. (MSE)
Publication Type: Information Analyses; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Text Structure
Note: Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages (18th, Houston, TX, March 6-11, 1984).