Explicit story structure instruction and the narrative writing of fourth‐ and fifth‐grade below‐average readers

1991 ◽  
Vol 31 (1) ◽  
pp. 54-62 ◽  
Author(s):  
Linda B. Gambrell ◽  
Steven P. Chasen
Keyword(s):  
Fifth Grade ◽  
Narrative Writing ◽  
Story Structure ◽  
Average Readers ◽  
Below Average Readers ◽  
Structure Instruction

scholarly journals Fostering Comprehension Monitoring in below Average Readers through Self-Instruction Training

1987 ◽  
Vol 19 (4) ◽  
pp. 379-394 ◽  
Author(s):  
Gloria E. Miller ◽  
Andrea Giovenco ◽  
Katheryn A. Rentiers
Keyword(s):  
Reading Ability ◽  
Expository Texts ◽  
Fifth Grade ◽  
Comprehension Monitoring ◽  
Fifth Grade Students ◽  
Ability Levels ◽  
Instruction Effect ◽  
Self Instruction ◽  
Average Readers ◽  
Below Average Readers

The benefits of self-instruction training on the comprehension monitoring performances of below average and above average readers were examined. Fourth- and fifth-grade students were tested on their ability to detect between-sentence contradictions in short expository texts after receiving either three sessions of self-instruction or equivalent didactic instruction. Additionally, generalization was assessed on text passages different from those employed during training and on postreading monitoring measures. A significant self-instruction effect was found for both reading ability levels on all of these measures. Moreover, the below average readers performed at a level commensurate with their higher ability peers on the transfer measures. It was concluded that self-instruction training was successful in enhancing student's regulatory processing during reading.

Audiovisual Equivalence of Stimuli in Acquisition of Associations at Two Reading Levels

1974 ◽  
Vol 38 (3_suppl) ◽  
pp. 1271-1274
Author(s):  
Robert M. Alworth
Keyword(s):  
Visual Information ◽  
Paired Associate ◽  
Stimulus Presentation ◽  
Second Grade ◽  
Delayed Presentation ◽  
Associate Learning ◽  
Reading Levels ◽  
Average Readers ◽  
Element Sequence ◽  
Below Average Readers

This research was intended to investigate the difficulty experienced by retarded readers in acquiring associations between auditory and visual information. First- and second-grade above- and below-average readers ( ns = 41, 42) were presented paired-associate tasks involving: (a) simultaneous and delayed stimulus presentation, (b) visual-visual and visual-auditory stimuli, and (c) stimuli in which within-stimulus element sequence was and was not relevant in determining the associated response. Inferior paired-associate learning was noted in below-average readers, delayed-presentation tasks, and sequence-relevant tasks. No significant interactions were noted.

THE EFFECTS OF STORY STRUCTURE INSTRUCTION ON THE RECALL OF POOR SIXTH GRADE READERS

1984 ◽  
Vol 5 (3) ◽  
pp. 193-201 ◽  
Author(s):  
Sue A. Tackett ◽  
Judythe P. Patberg ◽  
Peter Dewitz
Keyword(s):  
Sixth Grade ◽  
Story Structure ◽  
Structure Instruction

scholarly journals PENGARUH MINAT MEMBACA DAN PENGUASAAN KOSAKATA TERHADAP KETERAMPILAN MENULIS NARASI SISWA KELAS V SDN SEKECAMATAN ALIAN TAHUN AJARAN 2019/2020

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Alfiya Hikmawati ◽  
Rokhmaniyah Rokhmaniyah ◽  
Ngatman Ngatman
Keyword(s):  
Elementary Schools ◽  
Quantitative Research ◽  
Writing Skills ◽  
Correlation Method ◽  
Sampling Technique ◽  
Fifth Grade ◽  
Narrative Writing ◽  
Fifth Grade Students ◽  
Public Elementary Schools ◽  
Reading Interest

<em>Reading interest and vocabulary mastery affects the language style in writing narrative texts.</em><em> The study aimed to prove positive correlation of: reading interest on narrative writing skills, vocabulary mastery on narrative writing skills, reading interest and vocabulary mastery on narrative writing skills for fifth grade students of public elementary schools in Alian sub-district in academic year of 2019/2020. The research used quantitative research design with correlation method. Sampling method was cluster random sampling technique. SPSS version 18 was applied in analysing correlation data. The result indicated that the correlation coefficient between reading interest and vocabulary mastery on narrative writing skills was 0.169 with Sig. F Change = 0,000 &lt;0.05 and the value of adjusted R-squared variables was 5.1%. It concludes that there are positive and significant effects between reading interest and vocabulary mastery on narrative writing skills to fifth grade students of public elementary schools in Alian sub-district.</em>

The Effects of Inference Instruction on the Reading Comprehension of English Learners With Reading Comprehension Difficulties

2019 ◽  
Vol 41 (5) ◽  
pp. 259-270
Author(s):  
Colby Hall ◽  
Sharon Vaughn ◽  
Marcia A. Barnes ◽  
Alicia A. Stewart ◽  
Christy R. Austin ◽  
...  
Keyword(s):  
Reading Comprehension ◽  
Language Arts ◽  
English Learners ◽  
English Language ◽  
Inference Generation ◽  
Language Arts Instruction ◽  
Rigorous Research ◽  
Business As Usual ◽  
Average Readers ◽  
Below Average Readers

Inference skill is one of the most important predictors of reading comprehension. Still, there is little rigorous research investigating the effects of inference instruction on reading comprehension. There is no research investigating the effects of inference instruction on reading comprehension for English learners with reading comprehension difficulties. The current study investigated the effects of small-group inference instruction on the inference generation and reading comprehension of sixth- and seventh-grade students who were below-average readers ( M = 86.7, SD = 8.1). Seventy-seven percent of student participants were designated limited English proficient. Participants were randomly assigned to 24, 40-min sessions of the inference instruction intervention ( n = 39) or to business-as-usual English language arts instruction ( n = 39). Membership in the treatment condition statistically significantly predicted higher outcome score on the Gates-MacGinitie Reading Test Reading Comprehension subtest ( d = 0.60, 95% confidence interval [CI] [0.16, 1.03]), but not on the other measures of inference skill.

Children's Monitoring of Another's Comprehension: Effects of Reading Ability and Context

1987 ◽  
Vol 31 (1) ◽  
pp. 73-85 ◽  
Author(s):  
John R. Kirby ◽  
Warwick R. Teasdale
Keyword(s):  
Empirical Study ◽  
Reading Ability ◽  
Comprehension Monitoring ◽  
Skilled Readers ◽  
Prior Context ◽  
Comprehension Skills ◽  
Average Readers ◽  
Below Average Readers

Previous research has shown that children do not monitor their own comprehension very well when reading. Theories have been advanced which emphasize the roles of capabilities and strategies in inhibiting monitoring; at least one crucial factor is that children often do not perceive that errors are possible in text. This paper describes the development of a task, the inserted cloze task, in which children are required to judge the correctness of another child's comprehension. This task elicits comprehension monitoring quite easily. An empirical study of above and below average readers in Years 3 and 4 is reported. Their performance indicates that use of prior context within the sentence poses little difficulty for either group of readers. However use of within-sentence following context is most likely in simple texts, and is the only measure which differentiates the better readers from the less able. These results demonstrate that comprehension can be elicited from even less skilled readers, but that the amount of context which must be considered is an important factor. A possible hierarchy of comprehension skills is discussed, and suggestions for the teaching of these skills are presented. It is concluded that the inserted cloze task would be useful in teaching comprehension monitoring.

scholarly journals Use of Conjunctions in Expository Texts by Skilled and Less Skilled Readers

1985 ◽  
Vol 17 (4) ◽  
pp. 331-346 ◽  
Author(s):  
Esther Geva ◽  
Ellen Bouchard Ryan
Keyword(s):  
Expository Text ◽  
Linguistic Knowledge ◽  
Expository Texts ◽  
Reading Levels ◽  
And Control ◽  
Average Readers ◽  
Implicit Condition ◽  
Shed Light ◽  
Below Average Readers ◽  
Selection Of

The present study was designed to shed light on whether some of the problems that average and below average readers have in comprehending expository texts stem primarily from lack of familiarity with conjunctions or a tendency to ignore these markers. On the basis of Gates-MacGinitie reading comprehension scores, 93 students in grades 5 and 7 were classified into high, medium, and low reading levels. All students read short expository texts under four conjunction manipulation conditions and answered comprehension questions. The conjunction manipulations within the texts were designed for examination of the roles of analyzed linguistic knowledge and cognitive control in comprehension. Analyses indicated that all groups benefited from the highlighting of explicit conjunctions. The comprehension of interpropositional relationships by average and below average readers was enhanced when explicit conjunctions were available, relative to an implicit condition. Furthermore, the deep processing manipulation (conjunction multiple-choice cloze) actually hindered, rather than facilitated, comprehension for all students. Data on appropriate selection of conjunctions in this condition revealed less knowledge of these important cohesive indicators among average and below average readers than above average readers. Together with the comprehension findings, we conclude that average and below average readers exhibit problems with both knowledge of conjunctions and control over their use in comprehending expository text.

Developmental Change in Readers' Responses to Unknown Words

1989 ◽  
Vol 21 (3) ◽  
pp. 241-260 ◽  
Author(s):  
Linda Baker
Keyword(s):  
Word Length ◽  
Sentence Comprehension ◽  
Developmental Change ◽  
Fifth Graders ◽  
Third Graders ◽  
Fifth Grade ◽  
Factors Affecting ◽  
Unknown Words ◽  
Average Readers ◽  
Grade Average

Two experiments examined factors affecting the likelihood that readers will recognize failures of word comprehension and the basis by which they judge the disruptiveness of an unknown word to sentence comprehension. In Experiment 1, third- and fifth-grade skilled and less skilled readers read and evaluated the comprehensibility of short paragraphs containing nonwords varying in number of syllables (1 vs. 3) and syntactic form class (noun vs. adjective). Third graders were more likely to identify the longer nonwords as problematic than the shorter non-words, but the fifth graders were not influenced by word length. Fifth graders were somewhat more sensitive to the greater disruption in comprehensibility caused by unknown nouns relative to unknown adjectives. In a second task in Experiment 1, and in Experiment 2 (which included adults as well as third- and fifth-grade average readers), subjects evaluated the relative comprehensibility of pairs of sentences in which the nonwords contrasted in number of syllables, syntactic class or both. Whereas the younger readers were more likely to focus on word length in their judgments of comprehensibility, the older readers were more likely to focus on meaning. The results have implications for research and instruction in comprehension monitoring and vocabulary acquisition.

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