Guiding Students Through Expository Text With Text Feature Walks

Kelley, Michelle; Clausen-Grace, Nicki

doi:10.1598/rt.64.3.4

Cited by 17 publications

(5 citation statements)

References 2 publications

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“…Thus, it increased cause and effect aspect. Kelley & Clausen-Grace (2010) assert that signal words in text features indicate the information in a paragraph is organized as cause and effect: because, as a result, resulted, caused, affected, since, due to, effect. By paying attention to the signal words in the paragraphs, the students could easily getting the cause-effect information, therefore it contributed to their understanding.…”

Section: Discussionmentioning

confidence: 99%

“…The Text Feature Walks is a structure that addresses each of these facets of expository text. These features can be helpful if they are concise, related to the content, and clear, or they can be harmful if they are poorly organized; only loosely related to the content, or too wordy (Kelley & Clausen-Grace, 2010). The success of the Text Feature Walks is dependent on students' knowledge of text features and the ability to self-scaffold through discussion.…”

Section: Introductionmentioning

confidence: 99%

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Applying Text Feature Walks Strategy in Higher Education to Improve Students’ Critical Reading Comprehension

Ayu

2021

JET

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This study was conducted to investigate the efficacy of text feature walks strategy in helping students in higher education to improve their critical reading comprehension through the expository texts. It also explored the feedback from students related to the implementation of Text Feature Walks in the virtual classroom. There were 40 students of English Education Study Program in a private university becoming the sample in this study and they were equally divided into experimental and control groups. To measure their improvement in reading comprehension, all students were given pre- and post reading tests in the form of multiple choice. The data obtained were analyzed by using paired sample and independent sample t-tests. The results of paired sample t-test showed that there was a significant improvement in reading (Md=33.13, p=0.000) in experimental group. In addition, the result of independent sample t-test indicated that there were significant difference in reading (Md=39.70, p=0.000) of both groups.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Applying Text Feature Walks Strategy in Higher Education to Improve Students’ Critical Reading Comprehension

Ayu

2021

JET

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“…These include the table of contents, index, glossary, headings, bold words, sidebars, pictures and captions, and labeled diagrams. While text organization refers to pattern and structure used by the author to write the text, and text content is what teacher want for the students to read [18]. Discussing these text features, text organization and text content is important in guided reading because students may get problem during reading if it is not discussed.…”

Section: Before Readingmentioning

confidence: 99%

Guided Reading Approach to Reach Students’ Reading Comprehension: A Descriptive Qualitative Research

Sya’ban¹,

Reflinda²

2021

Proceedings of the 2nd EAI Bukittinggi International Conference on Education, BICED 2020, 14 September, 2020, Bukititinggi, Wes

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This research was aimed to find and look on how Guided Reading Approach can reach students' reading comprehension. The researcher found that there were some weaknesses of Guided Reading Approach. They were: students sometimes did not do the real discussion; they tended to converse to other students, the discussion tended to be under the influence of some prominent students, Guided Reading Approach need extra time to be applying within the class, and it is difficult to do monitoring and coaching for each students. Therefore, the researcher analyzed how important do guided reading approach's steps contribute to reach students' reading comprehension. The design of the research was descriptive qualitative research. The data were collected by doing analyzing and exploring some journals, books, both printed and electronic documents, and other sources or information that relate to the research. The researcher found that some steps of guided reading approach contributed much to reach students' reading comprehension even though the other steps contain weakness. However, those other steps played as a bridge to continue to the next step in guided reading approach to reach the indicator of reading comprehension. The steps contributed much to reach students' reading comprehension were: picture walk, predicting, discussing vocabulary, discussion text features, activating background knowledge, monitoring, asking questions and listening to the students' read, feedback, strategies, assessment and discussion.

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“…Informational texts have many common features, including headings or subtitles, tables of contents, pictures and captions, diagrams, cross-sections, glossaries, and inset photos (Cahill & Govendo, 2014;Kelley & Clausen-Grace, 2010). Informational text structures are divided into two categories: descriptive texts and string-patterned texts, or texts that are affected by time (Dymock, 2005).…”

Section: Strategy One: Teach Text Features and Structuresmentioning

confidence: 99%

Beyond Reading the Text: Teaching Science Students Three Strategies for Mastering Complex Content

Cahill¹,

Govendo²

2020

JESP

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Students today are expected to read and master information from complex text in specific academic domains, such as science. Many students are ill prepared, however, to learn and study from informational text, and most content-specific teachers, although prepared to teach the content of their respective disciplines, are often not comfortable with using explicit strategies to aid student mastery. Once again, strategy instruction is being examined, and current publications have highlighted its positive effects on student learning. This paper links the teaching of science content, using active learning strategies, to a research-based, three-pronged, effective instructional framework: the teaching of specific text features and structures; the use of content enhancements; and the teaching of cognitive strategies.

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Guiding Students Through Expository Text With Text Feature Walks

Abstract: quality predictions, anticipate their learning, and comprehend more fully, ensuring better understanding of the content being studied.

Cited by 17 publications

References 2 publications

Applying Text Feature Walks Strategy in Higher Education to Improve Students’ Critical Reading Comprehension

Applying Text Feature Walks Strategy in Higher Education to Improve Students’ Critical Reading Comprehension

Guided Reading Approach to Reach Students’ Reading Comprehension: A Descriptive Qualitative Research

Beyond Reading the Text: Teaching Science Students Three Strategies for Mastering Complex Content

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