Teaching Expository Text Structure to Young At-Risk Learners: Building the Basics of Comprehension Instruction

Williams, Joanna P.; Hall, Kendra M.; Lauer, Kristen D.

doi:10.1207/s15327035ex1203_2

Cited by 68 publications

(47 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Students with learning disabilities in the work of Day and zajakowski (1991) similarly had problems in using comprehension monitoring skills to analyse expository text. Ward-Lonergal (2010), Williams, Hall and Lauer (2004) and Gajira et al (2007) all agreed that students with reading deficits/ those with learning disabilities are particularly challenged by expository text.…”

Section: Discussion Of Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Effectiveness of Collaborative Strategic Reading and Whole Language Approach on Reading Comprehension Performance of Children with Learning Disabilities in Oyo State Nigeria Adetoun

Oladele

Oladele²

2016

International Journal on Language, Literature and Culture in Education

View full text Add to dashboard Cite

This study was carried out to determine the effectiveness of collaborative strategic reading and whole language approach on reading comprehension performance of primary school children with learning disabilities in Oyo state Nigeria. Seventy eight pupils participated in the study; they were between ages nine and eleven. Five hypotheses were generated and tested at 0.05 level of significance, convenience sampling technique was used to sample participants. The study was carried out in ten weeks. A pre test post test control group quasi experimental design with a 3 x 2 factorial matrix was adopted for the study. Analysis of covariance and t-test statistics were used to analyse the data collected. The five null hypotheses were rejected because there was significant difference in treatment effect across treatment groups and gender. It is hereby recommended that collaborative strategic reading should be employed to teach reading comprehension in Nigerian primary schools.

show abstract

Section: Discussion Of Resultsmentioning

confidence: 99%

“…Ward-Lonergan (2010), Williams,Hall andLauer (2004),Gajira,Jitendra, Sood andSacks (2007). Scientific textbooks are majorly expository in nature.…”

Section: Expository and Narrative Textsmentioning

confidence: 99%

Effectiveness of Collaborative Strategic Reading and Whole Language Approach on Reading Comprehension Performance of Children with Learning Disabilities in Oyo State Nigeria Adetoun

Oladele

Oladele²

2016

International Journal on Language, Literature and Culture in Education

View full text Add to dashboard Cite

show abstract

“…The curriculum under investigation, Let's Know!, uses a systematic scope and sequence of instruction organized over four thematic units to bring about change in children's language skills, encompassing vocabulary, grammar, comprehension monitoring, inferencing and reasoning, and text structure. To date, we are aware of few curricula or programs that are designed to improve children's skills across these multiple dimensions of oral language (but see Clarke et al, 2010;Williams, 2005;Williams et al, 2004;Williams et al, 2005). Given evidence showing that early primary-grade teachers provide relatively a limited quantity of language-focused comprehension instruction (Connor et al, 2006;Justice et al, 2008;Walpole, Chow, & Justice, 2004), even in the context of adopting language-focused curricula (Connor et al, 2006;Justice et al, 2008;Pence et al, 2008;Pianta, Mashburn, et al, 2008;Walpole et al, 2004), the present study examined whether pre-K -grade 3 teachers' use of the Let's Know!…”

Section: Discussionmentioning

confidence: 99%

“…That is, teachers were provided a script that organized the sequence of instruction within a given lesson, and were provided general suggestions for what she could say and examples she could use. Text Mapping lessons were designed to promote students' text-structure knowledge using techniques presented in Williams and colleagues' work in this area (Williams, 2005;Williams, Hall, & Lauer, 2004;Williams et al, 2005;Williams et al, 2009). These lessons were soft-scripted to provide teachers with guidance in how to promote students' attainment of clue words and to support their extraction of information from different types of texts (e.g., narrative, expository).…”

Section: Implementation Of Assigned Instructional Conditions Teachermentioning

confidence: 99%

Improving Language-Focused Comprehension Instruction in Primary-Grade Classrooms: Impacts of the Let’s Know! Experimental Curriculum

Pratt

Logan

2014

Educ Psychol Rev

View full text Add to dashboard Cite

This quasi-experimental study was designed to test the impacts of a curriculum supplement, Let's Know! on the quantity and quality of language-focused comprehension instruction in preKindergarten to third grade classrooms. Sixty classrooms (12 per each of pre-K to grade 3) were enrolled in the study, with 40 teachers assigned to implement one of two versions of the experimental Let's Know! curriculum and 20 assigned to a control condition, in which they maintained their typical language-arts curriculum. Classroom observations, 90 minutes in duration, were collected near the end of the first unit's completion, about four to five weeks into the academic year. These observations were coded to examine impacts of Let's Know! instruction on two outcomes: (a) teachers' use of 18 language-focused comprehension supports, and (b) general classroom quality. Study results using quantile regression showed that Let's Know! teachers used a significantly higher number of language-focused comprehension supports during Let's Know! instruction compared to the control teachers during language-arts instruction; the same finding was also true for general classroom quality. Quantile regression results showed the greatest differentiation in instructional quality, when comparing experimental and control teachers, for teachers in the middle of the distribution of general classroom quality. Study findings highlight the value of language-focused curricula for heightening comprehensionspecific supports in pre-K to grade 3 settings.

show abstract

“…Furthermore, the terms which are used in narrative text genre is of high-frequency word and the structure of the text is simple. Therefore, not much load is put on the working memory and comprehension, hence, is easier (Williams et al, 2004;Cain, 1996;Cot´e et al, 1998). Therefore, identification of referents is effortless and participants tend to use more pronominal expressions than nominal ones.…”

Section: Discussionmentioning

confidence: 99%

Investigating the role of context in resolving discourse anaphoric relations: Does text genre variability play a part?

Rasekh¹,

Tavakoli²,

Ghadiri³

et al. 2013

IJRSLL

View full text Add to dashboard Cite

This study was an attempt to investigate the effect of text genre variability on the identification of referents and the choice of various appropriate anaphoric expressions. A total number of 35 homogenous graduate and undergraduate female EFL learners were opted for the study. The data was mainly collected via email messages. Two pieces of English texts with blank NP slots, including an expository text and a narrative one, were sent for all the participants through an email message. The participants were provided ample time to study the texts carefully, identify the elliptic referents and choose appropriate anaphoric expressions. The results of qualitative analysis of the data indicated that: a) in some environments identification is difficult regardless of short referential distance; b) there may be NP slots in which the majority of participants identify the referent differently from the writer; c) the presence of grammatical constraint dictates full NP selection conformity; d) recency of prior mention strongly determines the selectional performance; e) NP slot may contain referents whose mentions are purely optional; f) a long referential distance, between five to 20 clauses intervening between the two subsequent mentions of a given referent, may not impact on the difficulty of identification of referent; g) there is no identical pattern of reference in all cases of NP selection. In all, concerning the identification of referents, the results revealed a significant difference between expository and narrative text genres (p= .003 < .05) though the difference between means were not high. With regards to the choice of anaphoric expressions, the results suggested significant difference between narrative and expository texts in terms of choice of NP of (p= .003 < 0.05) and PRN (p= .000 < 0.05).

show abstract

Teaching Expository Text Structure to Young At-Risk Learners: Building the Basics of Comprehension Instruction

Cited by 68 publications

References 21 publications

Effectiveness of Collaborative Strategic Reading and Whole Language Approach on Reading Comprehension Performance of Children with Learning Disabilities in Oyo State Nigeria Adetoun

Effectiveness of Collaborative Strategic Reading and Whole Language Approach on Reading Comprehension Performance of Children with Learning Disabilities in Oyo State Nigeria Adetoun

Improving Language-Focused Comprehension Instruction in Primary-Grade Classrooms: Impacts of the Let’s Know! Experimental Curriculum

Investigating the role of context in resolving discourse anaphoric relations: Does text genre variability play a part?

Contact Info

Product

Resources

About