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ERIC Number: EJ1155522
Record Type: Journal
Publication Date: 2017
Pages: 33
Abstractor: As Provided
ISSN: ISSN-0034-0553
Effects of Expository Text Structure Interventions on Comprehension: A Meta-Analysis
Pyle, Nicole; Vasquez, Ariana C.; Lignugaris/Kraft, Benjamin; Gillam, Sandra L.; Reutzel, D. Ray; Olszewski, Abbie; Segura, Hugo; Hartzheim, Daphne; Laing, Woodrow; Pyle, Daniel
Reading Research Quarterly, v52 n4 p469-501 Oct-Dec 2017
This meta-analysis synthesizes results from expository text structure interventions designed to increase comprehension for students in kindergarten to grade 12 published between 1970 and 2013. Twenty-one studies were identified, 19 of which met criteria for a meta-analysis, including 48 studywise effect sizes that were meta-analyzed to determine (a) how effective expository text structure interventions are in improving comprehension and (b) what features of expository text structure interventions (e.g., number of text structures taught, type of implementer) are associated with improved comprehension outcomes. A random-effects analysis yielded a significant mean effect of 0.95 overall and a significant mean effect of 1 for researcher-developed comprehension measures. Moderator analyses indicated significant differences in student comprehension outcomes, favoring researchers as implementers, 11-20 hours of interventions, one or two text structures taught, and students in the elementary grades. Instructional features of expository text structure interventions and implications for research and practice are discussed.
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Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS); Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: A27961; R324A100063