The instruction of reading comprehension

Pearson, P. David; Gallagher, Margaret C.

doi:10.1016/0361-476x(83)90019-x

Cited by 764 publications

(473 citation statements)

References 48 publications

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“…Some of the questions probed recall of specific information related to the problems and solutions discussed in the passage. The instruction for the structure training subjects followed principles of explicit or direct instruction (Duffy & Roehler, 1982;Pearson, 1984;Pearson & Gallagher, 1983;Rosenshine & Stevens, 1984;Rosenshine, 1986).…”

Section: Dependent Measuresmentioning

confidence: 99%

Does Text Structure/Summarization Instruction Facilitate Learning from Expository Text?

Armbruster¹

1987

Reading Research Quarterly

229

129

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This study investigated the effect of instruction in a particular text structure on fifth-graders' ability to learn from similarly structured social studies material. Eighty-two fifth graders were assigned to either a structure training group that received direct instruction in recognizing and summarizing a conventional text structure (problem-solution) or a traditional training group that read and discussed answers to questions about social studies passages. Results indicated that structure training enhanced students' ability to abstract the macrostructure of problemsolution text read independently, as measured by responses to a main idea essay question and by written summaries of two passages. Does Text Structure/Summarization Instruction Facilitate Learning from Expository Text?Most learning from reading, both in and out of school, depends on the ability to read and understand expository text.Although the empirical evidence is weak, experts contend that children generally have more difficulty reading expository text than narrative text (Spiro & Taylor, 1980). Many factors may contribute to children's difficulty with expository text, including insufficient prior knowledge, interest, or motivation.As suggested by recent research in learning from reading, another contributing factor may be that children lack sensitivity to text structure, the way the ideas in text are organized. The effect of text structure instruction on middle grade children's ability to learn from reading expository text is the focus of the study reported here.Many current theories of reading comprehension assume, at least implicitly, that skilled readers automatically abstract a higher-order structure of the text (Meyer, 1975;Rumelhart & Ortony, 1977; van Dijk & Kintsch, 1983).This "macrostructure" (van Dijk & Kintsch, 1983) Winograd, 1984; Taylor, 1986 (McGee, 1982;Meyer, Brandt, & Bluth, 1980;Taylor, 1980Taylor, , 1985.In these studies, awareness of author's text structure was indexed by the readers' use of the author's structure in organizing their own recall protocols. In the study by Meyer, Brandt, and Bluth (1980) Similarly, McGee (1982) found that fifth grade good readers used the author's text structure more and recalled more total and superordinate idea units than fifth grade poor readers or third grade good readers. Finally, Taylor (1985) examined the ability of sixth graders and college students to summarize passages from a social studies textbook. Compared to college students, sixth graders had difficulty understanding important ideas and/or including these ideas in either oral or written summaries. A conclusion from the Meyer et al. (1980( ), Taylor (1980( , 1985, andMcGee (1982) These strategies appear to be at least moderately successful in improving readers' recall of expository text.One limitation of these strategies is that they do not necessarily help the reader identify the macrostructure; the reader extracts a structure, which may or may not represent the "gist" of the text.Another approach to teaching tex...

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Section: Dependent Measuresmentioning

confidence: 99%

Does Text Structure/Summarization Instruction Facilitate Learning from Expository Text?

Armbruster¹

1987

Reading Research Quarterly

229

129

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“…This renewed interest can be seen in the writing of several edited volumes devoted exclusively to the topic of metacognition (e.g., Garner, 1987;Hacker, Dunlosky, & Graesser, 1998;Hartman, 2001;Israel, Block, Bauserman, & Kinnucan-Welsch;2005;Snow, 2002), the publication of a large number of articles addressing various aspects of metacognition and reading in scholarly journals, and the inclusion in several recently published books of instructional frameworks to guide the teaching of metacognitive reading strategies (e.g., Gersten, Fuchs, Williams, & Baker, 2001;Pearson & Gallagher, 1983;Pressley, 2000). Interest in the role of metacognition and reading is apparent in the publication of a special issue of the International Electronic Journal of Elementary Education (Desoete & Özso, 2009), and the launching of the Metacognition and Learning journal in 2006, with a special issue in 2011 (Schellings & van Hout Wolters, 2011) devoted exclusively to assessment and instructional issues pertaining to metacognition and reading.…”

Section: Introductionmentioning

confidence: 99%

Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and testing for factorial invariance

Mokhtari

Dimitrov

Reichard

2018

SSLLT

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In this study, we revised the Metacognitive Awareness of Reading Strategies Inventory (MARSI), a self-report instrument designed to assess students' awareness of reading strategies when reading school-related materials. We collected evidence of structural, generalizability, and external aspects of validity for the revised inventory (MARSI-R). We first conducted a confirmatory factor analysis of the MARSI instrument, which resulted in the reduction of the number of strategy statements from 30 to 15. We then tested MARSI-R for factorial invariance across gender and ethnic groups and found that there is a uniformity in student interpretation of the reading strategy statements across these groups, thus allowing for their comparison on levels of metacognitive processing skills. We found evidence of the external validity aspect of MARSI-R data through correlations of such data with a measure of the students' perceived reading ability. Given that this journal is oriented to second Kouider Mokhtari, Dimiter M. Dimitrov, Carla A. Reichard 220 language learning and teaching, our article also includes comments on the Survey of Reading Strategies (SORS), which was based on the original MARSI and was designed to assess adolescents' and adults' metacognitive awareness and perceived use of ESL reading strategies. We provide a copy of the MARSI-R instrument and discuss the implications of the study's findings in light of new and emerging insights relative to assessing students' metacognitive awareness and perceived use of reading strategies.

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“…Schools have removed interesting reading material and replaced it with short texts similar to those on the exams so teachers can focus on teaching isolated reading skills, such as decoding, fluency, and basic comprehension (Gallagher, 2009;Pearson, 2009). The approach taken by teachers, schools, administrators, and policymakers is working against developing independent readers (Gallagher, 2009).…”

Section: Testing and Teaching In Conflict With Boys' Need For Purposementioning

confidence: 99%

“…The approach taken by teachers, schools, administrators, and policymakers is working against developing independent readers (Gallagher, 2009). Students who can read are placed in remedial classes in which there are few opportunities to read interesting texts, to think deeply, and to delve beyond the literal level of comprehension (Gallagher, 2009;Pearson, 2009). A lack of reading for pleasure provides a void of relevant, current texts in the curriculum.…”

Section: Testing and Teaching In Conflict With Boys' Need For Purposementioning

confidence: 99%

See 1 more Smart Citation

Boys, Books, and Boredom: A Case of Three High School Boys and Their Encounters With Literacy

Sarroub

Pernicek

2014

Reading & Writing Quarterly

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The instruction of reading comprehension

Cited by 764 publications

References 48 publications

Does Text Structure/Summarization Instruction Facilitate Learning from Expository Text?

Does Text Structure/Summarization Instruction Facilitate Learning from Expository Text?

Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and testing for factorial invariance

Boys, Books, and Boredom: A Case of Three High School Boys and Their Encounters With Literacy

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