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.

Improving Reading Comprehension for Adolescents With Language and Learning Disorders

2021 ◽  
pp. 152574012110314
Author(s):  
Shannon Hall-Mills ◽  
Leesa Marante ◽  
Breanna Tonello ◽  
Lauren Johnson
Keyword(s):  
Reading Comprehension ◽  
Language Learning ◽  
Text Comprehension ◽  
Expository Text ◽  
Learning Disorders ◽  
Text Structure ◽  
Structure Identification ◽  
Language Learning Disabilities ◽  
Text Structures

The present case study illustrates the use of explicit text structure intervention for expository reading comprehension with three adolescents with language learning disabilities (LLD). We investigated whether it was feasible to provide direct instruction on the identification of signal words that denote compare–contrast relations between concepts, the purpose and nature of expository text structures, and the use of graphic organizers to assist in retell of target passages and compare/contrast text comprehension. The intervention was effective in improving participants’ text structure identification, signal word recognition, and comprehension of compare–contrast text. This preliminary case study demonstrates that a short-term text structure intervention is feasible and can benefit adolescents with LLD who struggle with expository reading comprehension. Implications for clinical and educational services and future directions for research are provided.

Text Structure Strategy for Expository Reading Comprehension: Case Study With an Adolescent With Noonan Syndrome

2021 ◽  
pp. 1-11
Author(s):  
Shannon Hall-Mills ◽  
Leesa Marante
Keyword(s):  
Reading Comprehension ◽  
Noonan Syndrome ◽  
Text Comprehension ◽  
Intervention Program ◽  
Expository Text ◽  
Language Disorder ◽  
Text Structure ◽  
Language And Literacy ◽  
History Of

Purpose This article describes the implementation of a text structure strategy approach to reading comprehension intervention to improve comprehension of expository texts for an adolescent with Noonan Syndrome and a history of developmental language disorder and reading disability. Method The text structure intervention program was created for a feasibility study with adolescents who have language and literacy disorders. In the present case study, we investigated whether it was possible to improve expository text comprehension in a client with Noonan Syndrome and a history of significant needs in literacy. The text structure program leveraged the participant's progressive knowledge and awareness of specific text structures and structure signal words for improved comprehension of compare-contrast texts. The participant attended 60-min sessions twice weekly for three weeks at a university clinic. Results The participant demonstrated an increase in signal word identification as well as compare-contrast text comprehension. Conclusions This preliminary case study demonstrates that a short-term, explicit text structure strategy intervention is feasible for treatment of reading comprehension difficulties. This study also provides support for future text structure research with adolescent language and literacy deficits secondary to medical complexities.

scholarly journals USING TEAM WORD-WEBBING TECHNIQUE TO IMPROVE STUDENTS’ READING COMPREHENSION AT THE TENTH GRADE OF SMA USDATARA KOTA SORONG

2018 ◽  
Vol 6 (1) ◽  
pp. 12
Author(s):  
Ahmad Wael
Keyword(s):  
Reading Comprehension ◽  
Text Comprehension ◽  
Expository Text ◽  
Alternative Hypothesis ◽  
Text Structure ◽  
Tenth Grade ◽  
Post Test ◽  
Reading Text ◽  
The One ◽  
Academic Year

This study was  carried  out  to  find  out  whether  or  not  team  word-webbing technique  can improve students’ reading comprehension on expository reading text comprehension, description text structure, particularly to the students at the tenth grade of SMA Usdatara Kota Sorong in academic year 2016/2017. In this study the writer used pre-experimental study. Pre-experiment or pre experimental, the design used in this study was the one group pretest-posttest design, the writer only teaches in one class because the school only has one class for each grade. This design includes a pre-test measure followed by a treatment and a post-test for a single group. From the statistical analysis by using paired sample t-test on SPSS 16.00, the output of statistical computation showed that the score of t-count was 6.749 with the df 18. The score of t-table for standard significant 5% (0.05) and df 18 was 2.101. Thus, the score of t count was higher than ttable (6.749 > 2.101), it can be clearly concluded that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It means that team word-webbing technique can improve students’ on reading expository text in comprehension description text structure, particularly to the students at the tenth grade of SMA Usdatara Kota Sorong in academic year 2016/2017.  

Text Comprehension: Graphic Organizers to the Rescue

2009 ◽  
Vol 10 (3) ◽  
pp. 82-89
Author(s):  
Janet L. Proly ◽  
Jessica Rivers ◽  
Jamie Schwartz
Keyword(s):  
Reading Comprehension ◽  
Text Comprehension ◽  
Graphic Organizers ◽  
Expository Text ◽  
Supporting Evidence

Abstract Graphic organizers are a research based strategy used for facilitating the reading comprehension of expository text. This strategy will be defined and the evolution and supporting evidence for the use of graphic organizers will be discussed. Various types of graphic organizers and resources for SLPs and other educators will also be discussed.

Increasing Secondary Students’ Comprehension Through Explicit Attention to Narrative Text Structure

2021 ◽  
pp. 004005992110255
Author(s):  
Whitney Sommers Butler ◽  
Casey Hord ◽  
Susan Watts-Taffe
Keyword(s):  
Learning Disabilities ◽  
Reading Comprehension ◽  
High School Students ◽  
Reading Instruction ◽  
Secondary Students ◽  
Text Structure ◽  
Literacy Skills ◽  
Students With Learning Disabilities ◽  
Narrative Texts ◽  
School Students

In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of teachers to scrutinize the texts they plan to teach to determine what instruction and supports are needed to promote reading comprehension for students with learning disabilities. Specifically, this article examines how nonlinear text structures can challenge adolescent reading comprehension and illustrates explicit text structure instruction with three exemplar texts which use unconventional narrative patterns. The article emphasizes the importance of considering the qualitative features of texts to inform instruction to support reading comprehension for students with learning disabilities.

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
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