Structure strategy interventions: Increasing reading comprehension of expository text
In this review of the literature we examine empirical studies designed to teach the structure strategy to increase reading comprehension of expository texts. First, we review the research that has served as a foundation for many of the studies examining the effects of text structure instruction. T...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Kura Publishing
2011-07-01
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| Series: | International Electronic Journal of Elementary Education |
| Subjects: | |
| Online Access: | https://iejee.com/index.php/IEJEE/article/view/217 |
| Summary: | In this review of the literature we examine empirical studies designed to teach the structure strategy
to increase reading comprehension of expository texts. First, we review the research that has served as
a foundation for many of the studies examining the effects of text structure instruction. Text structures
generally can be grouped into six categories: comparison, problem-and-solution, causation, sequence,
collection, and description. Next, we provide a historical look at research of structure strategy
interventions. Strategy interventions employ modeling, practice, and feedback to teach students how
to use text structure strategically and eventually automatically. Finally, we review recent text structure
interventions for elementary school students. We present similarities and differences among these
studies and applications for instruction. Our review of intervention research suggests that direct
instruction, modeling, scaffolding, elaborated feedback, and adaptation of instruction to student
performance are keys in teaching students to strategically use knowledge about text structure. |
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| ISSN: | 1307-9298 1307-9298 |