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…

This classroom-based study was conducted in Kuwait to investigate the impact of text structure strategy (TSS) instruction on the ways in which 54 English as a foreign language (EFL) college students approached expository and medical texts. Data collection involved two surveys, fieldnotes, class observations, and group interviews. A system of codes…

In the Netherlands, the quality of the reading curriculum is currently under debate because of disappointing results on national and international assessments of students' reading skills and motivation. In a mixed-method study, we analyzed the content of Dutch textbooks for reading comprehension instruction (i.e., the implemented curriculum) and…

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…

The purpose of this study was to test a hypothesized model that specified direct and indirect effects of textual and individual factors on readers' ability to integrate information about sources and content when reading multiple conflicting texts on a controversial socio-scientific issue. Using a path analytic approach with a sample of 140…

This study examined the effects of relevance instructions on English as a foreign language (EFL) readers' text processing and memories. The participants were randomly assigned to one of two conditions: the experimental condition, where they read texts to identify a specific category of information, and the control condition, where they read texts…

This study was conducted in the province of Québec, Canada, among French-speaking Grade 6 students (n = 175) in the context of a school curriculum that does not clearly address text structure and main idea instruction. It aims to understand whether these students can identify informative text structures and main ideas in isolated paragraphs,…

Reading comprehension performance is predicted by decoding skill and linguistic comprehension (e.g., Hoover & Gough, 1990; Joshi & Aaron, 2012; Scarborough, 2001). However, the type of strategies that readers recruit to build a discourse should also contribute to success in first and second language reading comprehension. Sixty-six French…

Despite the importance of source attention and evaluation for learning from texts, little is known about the particular conditions that encourage sourcing during reading. In this article, basic assumptions of the discrepancy-induced source comprehension (D-ISC) model are presented, which describes the moment-by-moment cognitive processes that…

The difficulties with developing high-order reading comprehension skills negatively impact academic success across fields. The current study investigated whether the text structure strategy instruction, delivered through the Intelligent Tutoring of Structure Strategy (ITSS) to adult English learners as a foreign language (EFL), can improve reading…

Text complexity has received increased attention due to the CCSS, which call for students to comprehend increasingly more complex texts as they progress through grades. Quantitative text complexity (or readability) indices are based on text attributes (e.g., sentence lengths, and lexical, syntactic, & semantic difficulty), quantified by…

The Component Model of Reading expanded upon the Simple View of Reading by adding an ecological and psychological component. Elements of the ecological component include teacher knowledge, information provided in textbooks, and teacher instructional practices. In this study, the authors examined the extent of teacher knowledge about text…

The present study investigated whether text structure inference skill (i.e., the ability to infer overall text structure) has unique predictive value for expository text comprehension on top of the variance accounted for by sentence reading fluency, linguistic knowledge and metacognitive knowledge. Furthermore, it was examined whether the unique…

The ability to comprehend science texts is not only an academic skill but a life skill. Currently, however, the majority of students across grade levels in the United States are reading below grade level "and" have science achievement below grade level. The text structure strategy, a reading comprehension strategy in which students are…

This study conducted with French-speaking students living near Montréal, Canada, assess if teaching the shared knowledge between reading and writing of informative texts improves reading comprehension in fourth grade (9-10 years old) to a greater extent than teaching that separates reading and writing. Teachers participating in the experiment…