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ERIC Number: EJ1193961
Record Type: Journal
Publication Date: 2018-Nov
Pages: 31
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0922-4777
EISSN: N/A
Identifying and Discriminating Expository Text Structures: An Experiment with 4th and 5th Grade Struggling Readers
Hebert, Michael; Bohaty, Janet J.; Nelson, J. Ron; Lambert, Matthew C.
Reading and Writing: An Interdisciplinary Journal, v31 n9 p2115-2145 Nov 2018
Students who struggle with reading have particular trouble with expository text. Instruction in text structures has been shown to be effective for improving expository reading comprehension. However, few studies have been conducted specifically with upper elementary aged struggling readers. To address these issues, we developed a new intervention, "Structures", to improve the expository text comprehension of 4th and 5th grade struggling readers. In this study, we conducted a randomized control trial to assess the promise, usability, and feasibility of one component of the intervention designed to teach students to identify and discriminate the five text structures. Forty-five 4th and 5th grade struggling readers were randomly assigned to intervention or business-as-usual conditions. Students in the "Structures" condition were taught to identify and discriminate among the five text structures used by authors of expository text: description, sequence, cause/effect, compare/contrast, and problem/solution. At post-test, experimental students (n = 24) statistically significantly outperformed control students (n = 21) on a structures identification measure (d = 0.94). No other statistically significant differences were found. However, a practically (but not statistically) significant effect size was found on an oral retell measure (d = 0.29). Results also indicate the materials were usable for teachers and it was feasible to implement the intervention in a school setting. The implications and future directions of the development of remaining components in the "Structures" intervention are discussed.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324B130005