A Genre-Specific Reading Comprehension Strategy to Enhance Struggling Fifth-Grade Readers' Ability to Critically Analyze Argumentative Text

Haria, Priti; Midgette, Ekaterina

doi:10.1080/10573569.2013.818908

Cited by 11 publications

(8 citation statements)

References 32 publications

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“…In this stage, it was possible to perceive the increase of students' confidence since the re-writing stage. Previous studies by Haria (2011) and Lubawski and Sheehan (2010) described the increasing confidence in students and teachers as one positive effect of the implementation of GBA and the enlargement of critical thinking in students.…”

Section: Resultsmentioning

confidence: 95%

Effects Of Genre Based Approach (GBA) In EFL Reading Comprehension And Writing

Montero-Arévalo

2019

GIST

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The present paper puts under examination the effects of Genre Based Approach (GBA) on 9th grade students from a city in the Caribbean coast of Colombia. The study has the purpose of analyzing how GBA affects reading comprehension and writing. We implemented GBA for six sessions using instruments for data collection that included tests, questionnaires and interviews. The overall findings show that students’ reading comprehension, writing, motivation and autonomy improve after the implementation of GBA; as a result, the students were able to understand, explain and recreate the genres that were part of the study.

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Section: Resultsmentioning

confidence: 95%

Effects Of Genre Based Approach (GBA) In EFL Reading Comprehension And Writing

Montero-Arévalo

2019

GIST

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“…Studies were excluded if the researcher(s) did not provide the statistics necessary to calculate a weighted effect size or if results were summarized over multiple age groups, such that it was impossible to calculate effect sizes for grades 4–6 exclusively, even after contacting those authors. Correlational and qualitative studies were excluded, as well as studies with a within‐subjects design or a multiple‐baseline design (e.g., Haria & Midgette, 2014).…”

Section: Methodsmentioning

confidence: 99%

A Meta‐Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades

Bogaerds-Hazenberg

Evers-Vermeul

Bergh

2020

Reading Research Quarterly

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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 varied largely across outcome measures: questions (Hedges’ g = 0.25), summarization (g = 0.57), recall (g = 0.37), and knowledge about text structure (g = 0.38). However, students who received text structure instruction no longer outperformed control groups at delayed posttests. Content‐related features, such as a focus on paragraph‐level structure, active construction of graphic organizers, and teaching rule‐based summarization techniques, moderated the effectiveness of text structure instruction, but these effects also varied across outcome measures. Instructional features moderated delayed effects: Interventions with opportunities for individual student practice resulted in higher delayed effects for comprehension questions. The authors argue that text structure instruction deserves a place in the primary school curriculum so the positive effects on reading will be maintained.

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“…The proposed argument schema highlights the most crucial elements of argumentation, including position, reasons for the position, supporting facts as well as an objection, and response to it. To comprehend an argumentative text, a reader needs not only to identify the claim and reasons for and against it but also to be aware of the author's intention, the author's position on the issue, the context of the argumentation, and the reader's own understanding of the issue (Haria & Midgette, 2014). For example, in persuasive texts, authors' intention is to change readers' beliefs on a controversial issue (Iordanou et al, 2016).…”

Section: Multimodal Argumentationmentioning

confidence: 99%

Students’ Interpretations of a Persuasive Multimodal Video About Vaccines

Kiili

Smith

Räikkönen

et al. 2021

Journal of Literacy Research

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The present study investigated students’ ( N = 404) interpretations of the main message and use of modes in a persuasive multimodal video on vaccines. It also examined whether students’ topic knowledge, language arts grades, and self-identified gender were associated with their interpretations. Students analyzed a YouTube video in which two entertainers demonstrated the importance of vaccinating children. Students’ interpretations of the usefulness of vaccines varied in terms of quality of reasoning, which was associated with students’ topic knowledge. Notably, many students’ interpretations of the use of modes were incomplete, or they did not even mention certain modes in their response. The results suggest that students should be explicitly taught how to interpret different modes and their uses for argumentative purposes.

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A Genre-Specific Reading Comprehension Strategy to Enhance Struggling Fifth-Grade Readers' Ability to Critically Analyze Argumentative Text

Cited by 11 publications

References 32 publications

Effects Of Genre Based Approach (GBA) In EFL Reading Comprehension And Writing

Effects Of Genre Based Approach (GBA) In EFL Reading Comprehension And Writing

A Meta‐Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades

Students’ Interpretations of a Persuasive Multimodal Video About Vaccines

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