Improving Reading Comprehension of Informational Text: Text Structure Instruction for Students With or At Risk for Learning Disabilities

Zimmermann, Leah M.; Reed, Deborah K.

doi:10.1177/0040059919889358

Cited by 4 publications

(9 citation statements)

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“…It is also in line with previous research from Wu and Alrabah (2020) that claimed introduction activity could help students to approximate the concept of Text Structure strategy. In addition, through this activity, teacher need to make sure that students are aware of the lesson's purpose, as well as can create a connection between current text structure instruction and previous reading strategy that they had learned before (Zimmermann & Reed, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…This activity is used to guide students in learning how to implement TSS in reading-task. Moreover, teacher will lead students' cognitive process to identify and analyze structural components in a text that can help authors to achieve their purpose (Zimmermann & Reed, 2020). At first, the teacher how to figure out text structure the writer uses by looking at signal words in the text.…”

Section: Teaching Explicit Instruction Of Text Structure Strategymentioning

confidence: 99%

“…This instruction may direct learners' attention and knowledge to the "fish-bone" structure of the informational text and help them to construct the same structural pattern of the text on their cognition. Furthermore, text structure strategy instruction is also known as explicit instruction, which provides needed support for learners through think-aloud or modeling practice, assisted practice, corrective feedback, and purposeful, independent practice (Hughes et al, 2017;Zimmermann & Reed, 2020). Likewise, Bogaerds-Hazenberg, Evers-Vermeul, and Van den Bergh (2020) direct instruction, modeling), and the rest two activities are more students-focused (guided practice, independent practice).…”

Section: Introductionmentioning

confidence: 99%

“…Text Structure Strategy has been proven as effective instruction to scaffolds as well as develops reading comprehension for students in various educational levels. Although, text structure strategy is used majorly as an effective strategy to scaffold struggling reader with learning disabilities (e.g., dyslexia) for comprehending and recalling information from the informational text (Bogaerds-Hazenberg et al, 2020;Strong, 2020;Zimmermann & Reed, 2020), the utilization of text structure strategy also can be seen in formal educational, such in primary and middle-grade level Wijekumar et al, 2018;Williams, 2005Williams, , 2018. Meanwhile, in the EFL context, the utilization of Text Structure Strategy for informational text mostly occurred at the university level (Aghasafari, P.;Malayeri, 2015;Ghorbani Shemshadsara et al, 2019;Rohman, 2017;Wu & Alrabah, 2020).…”

Section: Introductionmentioning

confidence: 99%

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Emphasizing Text Structure Strategy Instruction to Scaffold 11th Grade Students’ Reading Comprehension

Eliata

Miftakh

2021

JOLLT

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Reading and comprehending an English informational text, always becomes a burdensome activity for Indonesian students. This problem arises not only because of students’ low English language competency, but also insufficient application of traditional reading instruction that teachers teach in regular school. Therefore, this present study has aim to investigate the implementation of Text Structure Strategy as reading instruction to scaffold students’ informational text reading. Due to the COVID-19 outbreak, the learning process of text structure instruction in this study were conducted in the online learning situation. Researchers employed a qualitative case study design with observation as data collection technique. This study involved 33 participants of 11th-grade students on a class in SMA Negeri 1 Cibitung, West Java, Indonesia. Based on Braun and Clarke’s thematic analysis, the result describes that Text Structure Strategy instruction can scaffold learners informational text reading in two main activities, namely introducing the concept of Text Structure Strategy and teaching explicit instruction activity, precisely in modeling and guiding practice.

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Section: Discussionmentioning

confidence: 99%

Section: Teaching Explicit Instruction Of Text Structure Strategymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Emphasizing Text Structure Strategy Instruction to Scaffold 11th Grade Students’ Reading Comprehension

Eliata

Miftakh

2021

JOLLT

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“…In brief, the understanding of informational texts is crucial to the academic success of students in a wide scope of study areas, such as science and social studies (O'Connor et al, 2017;Zimmermann & Reed, 2020). Findings of the reading test of the 2011 NAEP (National Assessment of Educational Progress) demonstrate that fourth-grade students who read more magazine articles and informational books have better scores in reading achievement than those with no knowledge of such writings (Li., 2018).…”

Section: Importance Of Informational Texts For Students' Achievementsmentioning

confidence: 99%

Investigating Informational Texts Teaching and Learning in Developing Countries: The Case of Vietnamese High Schools

Pham

2020

International Journal of Education and Practice

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Reading comprehension of informational texts has been largely debated and introduced at all levels of education across western countries. However, it has not received enough attention in developing countries including Vietnam. This paper aims to investigate the procedure of reading and comprehension of informational texts in high schools in Vietnam. The study surveyed 588 teachers and 2744 high school students across all regions of Vietnam. The survey questionnaires asked teachers and students' opinions on the teaching and learning of informational texts. Through statistical analysis with Excel sheets, the results show that the part of informational texts in the curriculum was small when compared with literary texts. This shows that there is very little requirement of teaching and learning informational text in high schools which results in students' limited ability in reading informational text. The findings also suggest that understanding and reading informational texts have been contended as essential to the educational performance of students. The research also revealed that both teachers and students need to be more prepared in the classrooms to teach and learn informational texts. It is recommended that Vietnamese general education curricula should include a greater amount of informational texts in textbooks and instruction on informational texts should be given more attention to improve students' understanding. Contribution/Originality: This study revealed that informational text reading comprehension was a fairly new concept at high school level in Vietnam. In fact, the proportion of informational texts in the curriculum was small when compared with literary texts. High school students were not instructed techniques and strategies to read informational texts. In this context, this study will provide useful new insights. 1. INTRODUCTION In the modern society, a great deal of information is conveyed through informational texts, such as a congressional report, a presentation of a new technology, a handbook for running a home appliance, or a health problem booklet (Li, Beecher, & Cho, 2018). In general, an informational text-engages the reader with aspects of the real world by conveying and communicating factual information‖ (Ness, 2011). The ability to generate details and produce fully comprehend informational texts is an exceptionally important ability for adults and students of school age to have knowledge in a world around them (Reutzel, Jones, Clark, & Kumar, 2016). Recently, the role of informational text in the school environment has attracted much attention. Owing to their frequent use for common purposes, it is important to improve the level of competence of students to understand these informational texts (Li

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Exam stress and the metacognitive strategies of reading in students with dyslexia: The role of motivational mechanisms and educational support

Kuracki,

Dłużniewska

2023

PLoS ONE

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Despite numerous studies on dyslexia, there is still a lack of empirical data on the factors determining the functioning of students with dyslexia in the context of written exams. Therefore, the aim of the study is to identify the relationship between sources of stress in an exam situation and the reported use of reading strategies by dyslexic students in terms of motivation and therapeutic interventions in the educational environment. This descriptive-analytical study used data from a larger project focused on children with and without dyslexia. The research sample (n = 640) included girls (n = 280) and boys (n = 360) aged between 14 and 15 years (M = 14.40, SD = 0.55), attending the 7th or 8th grade in Polish mainstream primary schools. Random and intentional sampling was used. All students completed four questionnaires. The results were analyzed using regression analysis in Model templates for PROCESS v4 for SPSS by Hayes. The study showed significant weak and moderate positive correlations between the sources of exam stress and the reading strategies reported by students, ranging from 0.186 to 0.570, as well as significant moderate and strong correlations between reading strategies and experienced educational support, ranging from 0.229 to 0.505, and between reading strategies and motivation to read, ranging from 0.582 to 0.701. The type of stress source significantly influenced the selection of specific reading strategies. Motivation acted as a mediator, while educational support was a moderator in the relationship between exam stress and the reported use of reading strategies. Based on our results, the source of stress may be perceived as factors activating metacognitive mechanisms aimed at selecting appropriate strategies for working with texts. Researchers and teachers should be aware of the need to undertake activities to support students with dyslexia focused on developing the ability to recognize the sources of exam stress and select effective coping strategies.

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Improving Reading Comprehension of Informational Text: Text Structure Instruction for Students With or At Risk for Learning Disabilities

Cited by 4 publications

References 30 publications

Emphasizing Text Structure Strategy Instruction to Scaffold 11th Grade Students’ Reading Comprehension

Emphasizing Text Structure Strategy Instruction to Scaffold 11th Grade Students’ Reading Comprehension

Investigating Informational Texts Teaching and Learning in Developing Countries: The Case of Vietnamese High Schools

Exam stress and the metacognitive strategies of reading in students with dyslexia: The role of motivational mechanisms and educational support

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