scholarly journals The role text structure inference skill plays for eighth graders’ expository text comprehension

2017 ◽  
Vol 31 (9) ◽  
pp. 2065-2094 ◽  
Author(s):  
Camille Welie ◽  
Rob Schoonen ◽  
Folkert Kuiken
Keyword(s):  
Text Comprehension ◽  
Expository Text ◽  
Eighth Graders ◽  
Text Structure ◽  
Expository Text Comprehension

Expository Text: Reading Comprehension, Bilingualism, and Instructional Strategies

2009 ◽  
Vol 16 (2) ◽  
pp. 45-53 ◽  
Author(s):  
Karla Bejos
Keyword(s):  
Reading Comprehension ◽  
Instructional Strategies ◽  
Text Comprehension ◽  
Expository Text ◽  
Text Structure ◽  
Literacy Skills ◽  
Text Reading ◽  
Text Reading Comprehension ◽  
Bilingual Readers ◽  
Expository Text Comprehension

Abstract This literature review examines reading comprehension issues related to expository text. It describes what factors contribute to the complexity of expository text, what abilities and skills a reader must possess, and expository text structure. The review addresses influences of bilingualism on expository text comprehension. It discusses the relation of second language oral proficiency on reading, the complexity of the reading task for bilinguals, how they approach reading, and the transfer of literacy skills across languages. The final section reviews instructional strategies aimed at improving reading comprehension of expository text. This includes strategies to teach comprehension of the cause and effect concept, paraphrasing, and types of tasks to assess reading comprehension that are appropriate for bilingual readers.

Explicit Text Structure Instruction Supports Expository Text Comprehension for Adolescents With Learning Disabilities: A Systematic Review

2020 ◽  
pp. 073194872090649
Author(s):  
Shannon S. Hall-Mills ◽  
Leesa M. Marante
Keyword(s):  
Systematic Review ◽  
Learning Disabilities ◽  
Text Comprehension ◽  
Expository Text ◽  
Text Structure ◽  
The Past ◽  
Educational Implications ◽  
Business As Usual ◽  
Expository Text Comprehension ◽  
Structure Instruction

This systematic review article summarizes the effects of explicit text structure instruction on expository text comprehension for adolescents with learning disabilities or at risk for reading failure. A thorough literature search with four databases and backward citation search identified nine studies published in the past 22 years for inclusion in the review. The findings revealed medium to large effect sizes on expository reading comprehension outcome measures, providing moderately strong evidence in support of text structure intervention for adolescents with a diagnosis or risk of reading disabilities. Text structure instruction was more effective than standard instruction or business as usual conditions on students’ comprehension of a variety of expository text types and content area texts. Directions for further research, limitations, and educational implications are discussed.

scholarly journals Eighth graders’ expository text comprehension

2019 ◽  
Vol 8 (2) ◽  
pp. 172-205 ◽  
Author(s):  
Camille Welie ◽  
Rob Schoonen ◽  
Folkert Kuiken
Keyword(s):  
Reading Fluency ◽  
Cognitive Skills ◽  
Text Comprehension ◽  
Expository Text ◽  
Eighth Graders ◽  
Linguistic Knowledge ◽  
Expository Texts ◽  
Good Readers ◽  
Sentence Reading ◽  
Expository Text Comprehension

Abstract The present study examined whether ten motivations to read expository texts moderated the effects of cognitive skills on eighth graders’ expository text comprehension, while accounting for the main effects of cognitive skills. Furthermore, it was examined whether the effect of motivational dimensions on expository text comprehension differed between monolingual and bilingual Dutch students, and between poor and good readers. Hundred fifty-two eighth graders took tests measuring their expository text comprehension, sentence reading fluency, linguistic knowledge, metacognitive knowledge and motivations to read expository texts. None of ten motivational aspects did moderate the effect of cognitive skills on expository text comprehension. Furthermore, there were no differences between monolingual and bilingual Dutch students, or between poor and good readers, in terms of the relationship between motivational dimensions and expository text comprehension. Differences between our findings and results from other studies are interpreted in the context of measurement specificity and the school system.

Influence of Question Format and Text Availability on the Assessment of Expository Text Comprehension

2007 ◽  
Vol 25 (4) ◽  
pp. 399-438 ◽  
Author(s):  
Yasuhiro Ozuru ◽  
Rachel Best ◽  
Courtney Bell ◽  
Amy Witherspoon ◽  
Danielle S. McNamara
Keyword(s):  
Text Comprehension ◽  
Expository Text ◽  
Question Format ◽  
Expository Text Comprehension

Expository Text Comprehension in the Primary Grade Classroom.

2005 ◽  
Vol 97 (4) ◽  
pp. 538-550 ◽  
Author(s):  
Joanna P. Williams ◽  
Kendra M. Hall ◽  
Kristen D. Lauer ◽  
K. Brooke Stafford ◽  
Laura A. DeSisto ◽  
...  
Keyword(s):  
Text Comprehension ◽  
Expository Text ◽  
Primary Grade ◽  
Expository Text Comprehension ◽  
Grade Classroom
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