Students' Strategic Use of Multiple Sources During Expository Text Reading: A Longitudinal Think-Aloud Study

2003 ◽  
Vol 21 (2) ◽  
pp. 113-147 ◽  
Author(s):  
Helge I. Strømsø ◽  
Ivar Bråten ◽  
Marit S. Samuelstuen
Keyword(s):  
Expository Text ◽  
Think Aloud ◽  
Multiple Sources ◽  
Text Reading

scholarly journals L2 Expository Text Reading Instruction: A Graphic Organiser-Based Methodology

2021 ◽  
Vol 9 (3) ◽  
pp. p1
Author(s):  
Michael Sharpe
Keyword(s):  
Treatment Group ◽  
Reading Instruction ◽  
Text Comprehension ◽  
Expository Text ◽  
Control Group ◽  
Mixed Method Research ◽  
Text Reading ◽  
Survey Responses ◽  
Reading Context ◽  
Relative Gains

A mixed method research design was employed to investigate the effects of using graphic organizers (GOs) to facilitate expository text comprehension in a college EFL reading context. Participants were two intact groups (n = 21, n = 31) of 1st year Japanese engineering undergraduates. Over a six-week study period, treatment group practiced using teacher-generated mapping templates when reading. Control group completed text-based comprehension questions. Treatment effects were examined by pre-and post-testing, to examine if using GOs transferred into quantitative improvements in learner comprehension. Treatment group also completed a survey on the efficacy of GO-based reading in improving reading confidence, understanding of rhetorical structure/organization, motivation and interest. Results showed there was high variability in both group’s scores on both tests. Although control group scored significantly higher on both (p < .05) tests, relative gains in the treatment group were significantly higher in non-parametric analysis. Survey responses indicated that using GOs had a positive effect in several areas.

scholarly journals Teaching Community College Students Strategies for Learning Unknown Words as They Read Expository Text

2017 ◽  
Vol 7 (1) ◽  
pp. 43 ◽  
Author(s):  
Leslie Craigo ◽  
Linnea C. Ehri ◽  
Manijeh Hart
Keyword(s):  
College Students ◽  
Community College ◽  
Expository Text ◽  
Transfer Task ◽  
Word Meanings ◽  
Treatment Groups ◽  
Teaching Community ◽  
Text Reading ◽  
Unknown Words ◽  
Learning Interventions

<p><span>An experiment was conducted to investigate methods that enable college students to learn the meaning of unknown words as they read discipline-specific academic text. Forty-one college students read specific passages aloud during three sessions. Participants were randomly assigned to three vocabulary learning interventions or a control condition. The interventions involved applying context, morphemic, and syntactic strategies; applying definitions; or applying both strategies and definitions to determine word meanings. Word learning and comprehension were measured during the interventions and in a transfer task to assess treatment effects on independent text reading. Results revealed that students in all three intervention groups outperformed controls in learning words and comprehending passages. However, the treatment groups did not differ from controls on the transfer task. Teaching both strategies and definitions was especially effective for learning unknown words and comprehending text containing those words.</span></p>

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.

Comprehension of Expository Text: Insights Gained From Think-Aloud Data

2009 ◽  
Vol 18 (1) ◽  
pp. 82-94 ◽  
Author(s):  
Sandra Laing Gillam ◽  
Jamison D. Fargo ◽  
Kelli St. Clair Robertson
Keyword(s):  
Expository Text ◽  
Think Aloud
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