Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 3 |
Descriptor
| Elementary School Students | 3 |
| Grade 5 | 3 |
| Reading Comprehension | 3 |
| Reading Instruction | 3 |
| Text Structure | 3 |
| Effect Size | 2 |
| Grade 4 | 2 |
| Program Effectiveness | 2 |
| Competence | 1 |
| Computer Uses in Education | 1 |
| Feedback (Response) | 1 |
| More ▼ | |
Source
| Reading Research Quarterly | 3 |
Author
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Information Analyses | 1 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 3 |
| Grade 5 | 3 |
| Middle Schools | 3 |
| Grade 4 | 2 |
| Intermediate Grades | 2 |
| Grade 6 | 1 |
| Grade 7 | 1 |
Audience
Location
| Pennsylvania | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkBogaerds-Hazenberg, Suzanne T. M.; Evers-Vermeul, Jacqueline; van den Bergh, Huub – Reading Research Quarterly, 2021
In this meta-analysis, the authors synthesize results from 44 (quasi-)experimental studies on informational and narrative text structure interventions involving students in grades 4-6 in regular school settings. Findings show that text structure instruction had positive immediate effects on students' reading comprehension but that effect sizes…
Descriptors: Meta Analysis, Text Structure, Reading Instruction, Reading Comprehension
Strong, 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
Meyer, Bonnie J. F.; Wijekumar, Kay; Middlemiss, Wendy; Higley, Kelli; Lei, Pui-Wa; Meier, Catherine; Spielvogel, James – Reading Research Quarterly, 2010
This study investigated the effects of different versions of Web-based instruction focused on text structure on fifth- and seventh-grade students' reading comprehension. Stratified random assignment was employed in a two-factor experiment embedded within a pretest and multiple posttests design (immediate and four-month delayed posttests). The two…
Descriptors: Feedback (Response), Reading Comprehension, Text Structure, Web Based Instruction
