Contexts for expository text structure use

Abstract

Using both qualitative and quantitative measures the study examined (a) the contexts for use of knowledge about expository text structure and (b) the ways in which students used text structure knowledge. In this facet of a larger study, the classroom of 28 sixth grade students participated in explicit text structure instruction over a nine-week time period. Retro-spective interpretative probes in a structured interview followed written recall and composition tasks. Findings from the interviews suggest that following the instructional phase (but not prior to instruction) students used their knowledge of text structure in a variety of contexts during reading (for example, when teacher directed, if the topic was familiar, if the expository texts were interesting, etc.), during writing (in social studies and science, when writing reports, etc), during everyday life (when making a grocery list, when reading a recipe, when visiting a museum, in oral communication, etc.). The interview data also suggested that knowledge of structure was used as a framework during reading and recall of materials read, and, perhaps most saliently, in the process of planning a composition. Prior to instruction, interview data had revealed a lack of awareness of knowledge about the use of structure. Comparisons of the pre and posttest reading recalls revealed a greater adherence to the author's organization. Comparisons of pre and posttest compositions showed (a) an increase in frequency in imposing distinct and explicit superordinate and subordinate macrostructures on the posttest compositions, as well as (b) an increase in the number and type of directional words used. Further research on contexts of expository text use should consider using composition tasks that more closely resemble content area essay writing.

Expository text comprehension in secondary school: for which readers does knowledge of connectives contribute the most?

“…Intervention studies seem to support the causal link between strategic use of connectives and text comprehension. Training students to attend to text structure and connectives has been shown to improve memory for texts and text understanding (e.g., Cook & Mayer, 1988;Gordon, 1989;Meyer & Poon, 2001;Meyer, Young, & Bartlett, 1989;Paris, Cross, & Lipson, 1984;Wijekumar, Meyer, & Lei, 2013;Williams, Stafford, Lauer, Hall, & Pollini, 2009).…”

Transfer of a Listening Comprehension Strategy to Independent Reading in First-Grade Students

“…Comprehension instruction using text structure concepts has been studied in elementary (Dreher & Singer, 1980;Fitzgerald & Teasley, 1986;Gordon, 1990;Marshall, 1983), high school (Chambliss, 1995) and college level students (Brooks & Dansereau, 1983;Grant, 1994), and for learning disabled (Montague et al, 1990;Weaver & Dickinson, 1982) and ESL students (Amer, 1992). Most benefit has been reported for poor readers (Short & Ryan, 1984), perhaps in part because these students often fail to apply those strategies they have learned (Paris & Myers, 1981).…”

Literacy for Middle School Students: Challenges of Cultural Synthesis

“…In these studies, prediction, self-questioning, and attention to text structure find direct support (Gordon, 1990;Nolan, 1991). When instruction leads to test preparation, teachers must not abandon the daily practices that promote students' literacy learning.…”

“…Of the studies in the category of strategy instruction, Langer (2001) analyzed the characteristics of instruction that accompanied students' literacy achievement. Gordon (1990) addressed text structure. McAuliffe (1993) compared instructional differences that appeared when a teacher shifted her focus from reading better to test preparation.…”