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Direct linkStrong, John Z. – Reading Research Quarterly, 2020
The purpose of this mixed-methods experimental study was to investigate the effects and social validity of a text structure intervention for reading and writing in upper elementary grades. Fourth- and fifth-grade teachers (N = 11) in three elementary schools were randomly assigned to implement the text structure intervention or a comprehension…
Descriptors: Text Structure, Intervention, Grade 4, Grade 5
Download full textHebert, Michael; Bohaty, Janet J.; Nelson, J. Ron; Lambert, Matthew C. – Grantee Submission, 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,…
Descriptors: Elementary School Students, Grade 4, Grade 5, Reading Difficulties
Jackie E. Relyea; Dennis S. Davis; Corrie Dobis; Becky Huang; Courtney Samuelson – Grantee Submission, 2025
This study evaluated the feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention, designed to support Grades 3-5 multilingual students classified as English learners (ML-ELs) in building content knowledge, language skills, and reading comprehension through inquiry-based small-group instruction. Feasibility was examined across…
Descriptors: English (Second Language), Second Language Instruction, Second Language Learning, Elementary School Students
Hebert, Michael; Bohaty, Janet J.; Nelson, J. Ron; Roehling, Julia – Grantee Submission, 2018
Informational text writing is a complex task requiring multiple literacy skills, such as reading and comprehending source material, identifying important information, and transforming ideas to meet the goals for the new writing task. The "Structures Writing" intervention was developed to improve the informational text writing skills of…
Descriptors: Writing Instruction, Intervention, Writing Skills, Elementary School Students
Meyer, Bonnie J. F.; Wijekumar, Kausalai; Lei, Puiwa – Reading and Writing: An Interdisciplinary Journal, 2018
Explicit signals of important relationships in expository texts can provide efficient processing instructions for readers with strategic knowledge about text structures. However, such signal words do not help readers without strategic knowledge about use of text structures and signal words. This study provided the first detailed investigation…
Descriptors: Text Structure, Grade 4, Grade 5, Grade 7
Meyer, Bonnie J. F.; Wijekumar, Kausalai; Lei, Puiwa – Grantee Submission, 2018
Explicit signals of important relationships in expository texts can provide efficient processing instructions for readers with strategic knowledge about text structures. However, such signal words do not help readers without strategic knowledge about use of text structures and signal words. This study provided the first detailed investigation…
Descriptors: Text Structure, Grade 4, Grade 5, Grade 7
Differential Competencies Contributing to Children's Comprehension of Narrative and Expository Texts
Best, Rachel M.; Floyd, Randy G.; Mcnamara, Danielle S. – Reading Psychology, 2008
This study examined the influences of reading decoding skills and world knowledge on third graders' comprehension of narrative and expository texts. Children read a narrative text and an expository text. Comprehension of each text was assessed with a free recall prompt, three cued recall prompts, and 12 multiple-choice questions. Tests from the…
Descriptors: Reading Comprehension, Decoding (Reading), Grade 3, Reader Text Relationship
