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ERIC Number: ED380755
Record Type: Non-Journal
Publication Date: 1994-Dec-1
Pages: 15
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Does Knowing about Text Structures Help Disabled, Adolescent Readers? An Exploratory Study of Adolescents' Awareness and Use of Global Coherence.
Bellows, B. P.
A study investigated how a knowledge or lack of knowledge of basic text structures, such as comparison and contrast and cause and effect, contributes to the reading process in remedial adolescent readers. By observing a group of graduate students and through the close study of a few adolescent case studies, a researcher attempted to determine if the teaching of text structures is useful. Results showed that when there is good comprehension there is little need to be aware of text structures. There is an "automaticity" to the use of expository text structures that is analogous to phonic awareness. That is, many students were never taught phonics explicitly but they use the system when confronted with a new word; similarly, most students were never taught organizational text systems yet they are aware of them when they need to be. Further, when it is not automatic, knowledge of text structures may actually cause interference in the reading process. A session with one adolescent student suggests that the knowledge of text structures can be irrelevant to comprehension. Work with another student suggests that scholars need to measure more carefully the text-to-reader match. Teaching about text structures when the text is too easy is not worthwhile; teaching about text structure when the text is very difficult does not seem helpful. Perhaps, further research could be sensitive to identifying text that is "in-between" ("instructional") in difficulty. (Contains 22 references.) (TB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A