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ERIC Number: EJ1068612
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 59
Individual Differences in Children's Knowledge of Expository Text Structures: A Review of Literature
Ray, Melissa N.; Meyer, Bonnie J. F.
International Electronic Journal of Elementary Education, v4 n1 p67-82 2011
In this review of literature we examine empirical research of individual differences in younger readers' knowledge and use of expository text structures. The goal of this review is to explore the influence of reader and text characteristics in order to better understand the instructional needs of elementary school readers. First we review research which has examined the influence of two textual characteristics: the hierarchical organization of macro-and micro-level propositions and the type of text structure (e.g. collection, comparison, problem-and-solution). Then we review research of three reader characteristics: overall comprehension skill, age, and prior knowledge and how their influences may vary in relation to the aforementioned text characteristics. Our review of research suggests that readers of all ages may benefit from explicit instruction in text structure, particularly less-skilled comprehenders. Text structure instruction should focus on highly structured texts like comparison, causation, and problem-and-solution.
Descriptors: Individual Differences, Knowledge Level, Expository Writing, Literature Reviews, Text Structure, Elementary School Students, Reader Text Relationship, Story Grammar, Reading Comprehension, Reading Skills, Age Differences, Prior Learning, Reading Instruction, Meta Analysis, Educational Research, Educational Practices
International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: firstname.lastname@example.org; Web site: http://www.iejee.com
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Elementary Education
Authoring Institution: N/A