Download or read book The Effects of Expository Text Structure Instruction on the Reading Outcomes of 4th and 5th Graders Experiencing Reading Difficulties written by Janet J. Bohaty and published by . This book was released on 2015 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to assess the effects of a standard protocol supplemental expository text structure intervention (i.e., Structures) on 45 4th and 5th graders experiencing reading difficulties. Students were enrolled in six K-8 parochial schools located in a Midwestern suburban city. Within classrooms, students were randomly assigned to Structures intervention or a business-as-usual control condition. Students in the Structures condition were taught to identify and discriminate among the five text structures used by authors of expository text (Meyer, 1975, 1985): description, sequence, cause/effect, compare/contrast, and problem/solution. Students in the business-as-usual control condition participated in the same activities or instruction provided by their respective classroom teachers. At post-test, experimental students (n = 24) in the experimental condition significantly outperformed control students (n = 21) on a proximal (i.e., linked directly with the instructional focus of the intervention) researcher-created measure assessing the ability of students to identify text structures (d = 0.94). Experimental students did not significantly outperform controls on a distal (i.e., not linked directly with the instructional focus of the intervention) researcher-created measure assessing expository reading comprehension (d = 0.14) or on a delayed distal norm-referenced measure of expository reading comprehension (d = -0.11). The results, practical implications, and limitations are discussed.

Download or read book The Big Book of Literacy Tasks Grades K 8 written by Nancy Akhavan and published by Corwin Press. This book was released on 2018-01-22 with total page 217 pages. Available in PDF, EPUB and Kindle. Book excerpt: With 75 tasks on full-color pages, this book offers a literacy instruction plan that ensures students benefit from independent effort and engagement.

Download or read book How Expository Text Structure Instruction Effects Reading Comprehension written by Jamie Utecht and published by . This book was released on 2015 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the effect of compare/contrast and cause/effect text structure instruction on fifth grade readers’ comprehension of expository text. Three fifth grade students participated in this eight-week study. During the study, the participants met with the researcher thirty minutes a day, five times a week for eight weeks. The focus of the intervention was the compare and contrast and cause and effect text structures. The students learned about the specific text structures by reading leveled passages, identifying target words, and completing a graphic organizer. The results suggested that the participants’ demonstrated growth in expository reading comprehension and knowledge of compare and contrast and cause and effect text structures, but not statistically significantly.

Download or read book Handbook of Learning Disabilities First Edition written by H. Lee Swanson and published by Guilford Press. This book was released on 2005-11-30 with total page 587 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comprehensive handbook reviews the major theoretical, methodological, and instructional advances that have occurred in the field of learning disabilities over the last 20 years. With contributions from leading researchers, the volume synthesizes a vast body of knowledge on the nature of learning disabilities, their relationship to basic psychological and brain processes, and how students with these difficulties can best be identified and treated. Findings are reviewed on ways to support student performance in specific skill areas--including language arts, math, science, and social studies--as well as general principles of effective instruction that cut across academic domains.

Download or read book Explicit Instruction on the Text Structures Cause and Effect and Compare and Contrast to Improve Fifth Grade Students Comprehension of Expository Texts on Social Studies written by Catherine Swanson and published by . This book was released on 2013 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt: In an extension of research on the effectiveness of explicit instruction to increase student comprehension (Williams, 2005), the present study examined the role of text structure awareness in the recall of content related information of two expository text types: cause-and-effect and compare-and-contrast. The researcher hypothesized that explicit instruction on text structure awareness would increase fifth grade students' comprehension of social studies texts. Twenty-seven fifth graders participated in this study. Data collection and analysis focused on the participants' main idea summaries of social studies text, content area quizzes, and informal reading inventory. The results revealed that explicit modeling of text structure awareness, the use of visual representations, and a release of responsibility, increased students' recall of information within a social studies text. However, the results did not indicate a significant difference in overall comprehension of expository texts with other types of text structures. Finally, recommendations for further research were presented.

Download or read book The Effects of Teaching Text Structures Through Social Studies Content on Second Graders Expository Reading Comprehension written by Rebecca A. Reichhart and published by . This book was released on 2013 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to determine the effect of explicitly teaching expository text structure on second graders' social studies reading comprehension. Participants were 18 second graders from a small Midwestern town. All students were part of the same treatment group. The researcher instructed students on how to identify and comprehend compare/contrast and cause/effect expository text structure. The instruction for the text structures occurred for three weeks each for a total of a six week study. The researcher instructed students with modeling, guided practice and independent practice through the use of graphic organizers. Findings suggested very little effect of treatment. Several strengths and limitations of the study are discussed, as well as implications for future research.

Download or read book The Effects of a Text Structure and Paraphrasing Intervention on the Main Idea Generation and Reading Comprehension of Struggling Readers in Grades 4 and 5 written by Elizabeth Ann Stevens (Ph. D.) and published by . This book was released on 2018 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: Identifying main ideas and summarizing text are evidence-based practices associated with improved reading comprehension outcomes. Struggling readers, however, have difficulty identifying main ideas. Previous reading interventions examined comprehension instruction that included paraphrasing or text structure instruction, which improved main idea identification and text structure identification, respectively. In a systematic review of the literature, I located no studies that have yet examined the impact of combined instruction in paraphrasing and text structure on the reading comprehension outcomes of struggling readers. This study examined the effects of a small group intervention targeting paraphrasing and text structure instruction on the main idea generation and reading comprehension of struggling readers in grades 4 and 5. Students were randomly assigned to receive the Tier 2-type intervention (n = 31) or a business-as-usual comparison group (n = 31). Students in the intervention received 25, 40-minute lessons focused on paraphrasing sections of text by identifying the main topic and the most important idea about that topic. Students utilized the text structure organization to inform their main idea generation; main idea statements were written in a way that aligned with the overarching structure of the text. Multiple regression analyses yielded statistically significant, positive results in favor of the intervention group on measures of text structure identification (R2 = .13) and main idea generation (R2 = .11); there were no statistically significant effects on a measure of general reading comprehension. These findings provide initial support for utilizing this instruction to improve students' main idea generation on untaught structures. Word reading skill at pre-test was not a statistically significant moderator of intervention effects on any outcome measure; students with below average, average, and above average word reading skill benefited equally from the intervention. Students' perceptions of the main idea instruction were positive. Future research might investigate further iterations of this type of comprehension intervention with larger, more heterogeneous samples in order to assess the generalizability of the results.

Download or read book Handbook of Reading Disability Research written by Anne McGill-Franzen and published by Routledge. This book was released on 2010-09-17 with total page 536 pages. Available in PDF, EPUB and Kindle. Book excerpt: Bringing together a wide range of research on reading disabilities, this comprehensive Handbook extends current discussion and thinking beyond a narrowly defined psychometric perspective. Emphasizing that learning to read proficiently is a long-term developmental process involving many interventions of various kinds, all keyed to individual developmental needs, it addresses traditional questions (What is the nature or causes of reading disabilities? How are reading disabilities assessed? How should reading disabilities be remediated? To what extent is remediation possible?) but from multiple or alternative perspectives. Taking incursions into the broader research literature represented by linguistic and anthropological paradigms, as well as psychological and educational research, the volume is on the front line in exploring the relation of reading disability to learning and language, to poverty and prejudice, and to instruction and schooling. The editors and authors are distinguished scholars with extensive research experience and publication records and numerous honors and awards from professional organizations representing the range of disciplines in the field of reading disabilities. Throughout, their contributions are contextualized within the framework of educators struggling to develop concrete instructional practices that meet the learning needs of the lowest achieving readers.

Download or read book Resources in Education written by and published by . This book was released on 1996 with total page 332 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Teaching Expository Text Structures on the Reading Comprehension of Fourth Grade Students written by Whitney B. Donnelly and published by . This book was released on 1996 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of a Text Structure Intervention for Reading and Writing in Grades 4 5 written by John Z. Strong and published by . This book was released on 2019 with total page 201 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods experimental study investigated the effects and social validity of a text structure intervention in grades four and five. Eleven teachers in three elementary schools were randomly assigned to deliver a text structure intervention or a comprehension intervention. Quantitative data sources included pretest and posttest measures of students' text structure awareness, reading comprehension, and writing quality. Qualitative interviews were conducted after the intervention period to understand teachers' perceptions of the social validity of each intervention. Quantitative measures were analyzed using three-level hierarchical linear modeling. Qualitative data were analyzed typologically. Results were integrated to understand the acceptability of the text structure intervention for upper elementary grades. Quantitative results indicated that the text structure group outperformed the comprehension group on a measure of text structure awareness, a graphic organizer task, and use of ideas and details in informative writing. Qualitative findings revealed that teachers perceived the goals, procedures, and effects of both interventions as socially valid. Integrated results suggest that teachers found the text structure intervention acceptable for teaching text structure and writing, and they were able to implement the intervention consistently and with fidelity. This study contributes to existing research by evaluating the effects of a classroom-based text structure intervention on both reading and writing outcomes compared with an alternative treatment and understanding teachers' perceptions of its social validity and acceptability.

Download or read book The Effects of Three Instructional Conditions in Text Sturcture on Upper Elementary Students Reading Comprehension and Writing Performance written by Sandra Jean Troyer and published by . This book was released on 1993 with total page 474 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Content Area Reading and Learning written by Diane Lapp and published by Taylor & Francis. This book was released on 2005-04-11 with total page 460 pages. Available in PDF, EPUB and Kindle. Book excerpt: How can teachers make content-area learning more accessible to their students? This text addresses instructional issues and provides a wealth of classroom strategies to help all middle and secondary teachers effectively enable their students to develop both content concepts and strategies for continued learning. The goal is to help teachers model, through excellent instruction, the importance of lifelong content-area learning. This working textbook provides students maximum interaction with the information, strategies, and examples presented in each chapter. Content Area Reading and Learning: Instructional Strategies, Third Edition is organized around five themes: Content Area Reading: An Overview The Teacher and the Text The Students The Instructional Program School Culture and Environment in Middle and High School Classrooms Pedagogical features: Each chapter includes a graphic organizer, a chapter overview, a Think Before Reading Activity, one or more Think While Reading Activities, and a Think After Reading Activity. The activities present questions and scenarios designed to integrate students’ previous knowledge and experience with their new learnings about issues related to content area reading, literacy, and learning, and to serve as catalysts for thinking and discussions. New in the Third Edition The latest information on literacy strategies in every content area Research-based strategies for teaching students to read informational texts Up-to-date information for differentiating instruction for English-speaking and non-English speaking students An examination of youth culture and the role it plays in student learning A look at authentic learning in contexts related to the world of work Ways of using technology and media literacy to support content learning Suggestions for using writing in every content area to enhance student learning Ideas for using multiple texts for learning content A focus on the assessment-instruction connection Strategies for engaging and motivating students Content Area Reading and Learning: Instructional Strategies, Third Edition, is intended as a primary text for courses on middle and high school content area literacy and learning.

Download or read book Improving Reading Comprehension of Middle and High School Students written by Kristi L. Santi and published by Springer. This book was released on 2015-03-04 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume focuses on our understanding of the reading comprehension of adolescents in a high stakes academic environment. Leading researchers share their most current research on each issue, covering theory and empirical research from a range of specializations, including various content areas, English language learners, students with disabilities, and reading assessment. Topics discussed include: cognitive models of reading comprehension and how they relate to typical or atypical development of reading comprehension, reading in history classes, comprehension of densely worded and symbolic mathematical texts, understanding causality in science texts, the more rigorous comprehension standards in English language arts classes, balancing the practical and measurement constraints of the assessment of reading comprehension, understanding the needs and challenges of English language learners and students in special education with respect to the various content areas discussed in this book. This book is of interest to researchers in literacy and educational psychology as well as curriculum developers.

Download or read book The Effects of Implementation of Reading Intervention on Students Overall Comprehension written by Heather Brown Hersey and published by . This book was released on 2013 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: In an extension of research on the effect of implementing intervention for students with reading difficulties (Kim et al., 2009; Lang et al. 2009; O'Connor et al., 2007; Rogevich et al., 2008; Vaughn et al., 2010), the present study examined the effectiveness of implementing intervention for students with reading difficulties on students' overall comprehension. The researcher hypothesized that consistently implementing reading intervention with fifth grade students with reading difficulties would improve the students' comprehension. Five fifth graders participated in this eight-week study. Interventions implemented throughout the study included explicit modeling of word recognition strategies, narrative story structure, and expository text structure. Data collection and analysis focused on the participants' ability to read and comprehend text through questions designed to test the students' comprehension. The results revealed that the implementation of intervention resulted in positive gains for students' overall comprehension. Finally, recommendations for further research were presented.

Download or read book Resources in Education written by and published by . This book was released on 1995 with total page 1080 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Impact of a Reading Intervention on Reading and Behavioral Outcomes for Fourth and Fifth Grade Students with Reading Difficulties written by Garrett James Roberts and published by . This book was released on 2016 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: Evidence supports a positive relationship between problem behaviors and reading difficulties across Grades K-12 yet there is a lack of research investigating the role of problem behavior in the context of reading interventions. In this study, data was analyzed from a site-specific subset of students from a multi-site randomized controlled trial (RCT) implementing a multi-component reading intervention for struggling readers in Grades 4 – 5. Data were analyzed to answer the following research questions: (1) What is the impact of multi-component reading intervention for 4th and 5th grade students who are struggling readers on both reading and problem behavior outcomes? and (2) Does problem behavior moderate the effect of a multi-component reading intervention for 4th and 5th grade students who are struggling readers? Students (n = 108) were randomly assigned to a one-year multi-component comprehension reading intervention or a school determined business as usual (BAU) comparison condition after meeting the criterion for identification as a struggling reader by scoring at or below a 90 standard score on the Test of Silent Reading Efficiency and Comprehension (Wagner, Torgesen, Rashotte, & Pearson, 2010) screener assessment. To answer the research questions, data (reading and behavior outcomes) were analyzed using an analysis of covariance to: 1) test the impact of the reading intervention on both reading and behavior outcomes; and 2) test for a significant interaction between measures of problem behavior and condition (i.e., treatment or comparison) on reading outcomes (e.g., Gates MacGinitie Reading Test; MacGainitie, 2000). Models controlled for student-level differences (e.g., reading pretest scores). Type I error associated with multiple comparisons was controlled for using the Benjamani-Hochberg correction to adjust for false discovery rates. Results suggested that the impact of treatment resulted in significant posttest group differences on word reading fluency (p