Identifying and discriminating expository text structures: An experiment with 4th and 5th grade struggling readers

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Students who struggle with reading have particular trouble with expository text. Instruction in text structures has been shown to be effective for improving expository reading comprehension. However, few studies have been conducted specifically with upper elementary aged struggling readers. To address these issues, we developed a new intervention, Structures, to improve the expository text comprehension of 4th and 5th grade struggling readers. In this study, we conducted a randomized control trial to assess the promise, usability, and feasibility of one component of the intervention designed to teach students to identify and discriminate the five text structures. Forty-five 4th and 5th grade struggling readers were randomly assigned to intervention or business-as-usual conditions. Students in the Structures condition were taught to identify and discriminate among the five text structures used by authors of expository text: description, sequence, cause/effect, compare/contrast, and problem/solution. At post-test, experimental students (n = 24) statistically significantly outperformed control students (n = 21) on a structures identification measure (d = 0.94). No other statistically significant differences were found. However, a practically (but not statistically) significant effect size was found on an oral retell measure (d = 0.29). Results also indicate the materials were usable for teachers and it was feasible to implement the intervention in a school setting. The implications and future directions of the development of remaining components in the Structures intervention are discussed.

Original languageEnglish (US)
Pages (from-to)2115-2145
Number of pages31
JournalReading and Writing
Volume31
Issue number9
DOIs
StatePublished - Nov 1 2018

Fingerprint

school grade
Students
experiment
Reading
student
comprehension
instruction
cause
teacher
school

Keywords

  • Expository text
  • Fifth grade
  • Fourth grade
  • Informational text
  • Reading
  • Text structures

ASJC Scopus subject areas

  • Neuropsychology and Physiological Psychology
  • Education
  • Linguistics and Language
  • Speech and Hearing

Cite this

@article{41a3d3c08b694f0c890af8751025da3b,
title = "Identifying and discriminating expository text structures: An experiment with 4th and 5th grade struggling readers",
abstract = "Students who struggle with reading have particular trouble with expository text. Instruction in text structures has been shown to be effective for improving expository reading comprehension. However, few studies have been conducted specifically with upper elementary aged struggling readers. To address these issues, we developed a new intervention, Structures, to improve the expository text comprehension of 4th and 5th grade struggling readers. In this study, we conducted a randomized control trial to assess the promise, usability, and feasibility of one component of the intervention designed to teach students to identify and discriminate the five text structures. Forty-five 4th and 5th grade struggling readers were randomly assigned to intervention or business-as-usual conditions. Students in the Structures condition were taught to identify and discriminate among the five text structures used by authors of expository text: description, sequence, cause/effect, compare/contrast, and problem/solution. At post-test, experimental students (n = 24) statistically significantly outperformed control students (n = 21) on a structures identification measure (d = 0.94). No other statistically significant differences were found. However, a practically (but not statistically) significant effect size was found on an oral retell measure (d = 0.29). Results also indicate the materials were usable for teachers and it was feasible to implement the intervention in a school setting. The implications and future directions of the development of remaining components in the Structures intervention are discussed.",
keywords = "Expository text, Fifth grade, Fourth grade, Informational text, Reading, Text structures",
author = "Michael Hebert and Bohaty, {Janet J.} and Nelson, {J. Ron} and Lambert, {Matthew C.}",
year = "2018",
month = "11",
day = "1",
doi = "10.1007/s11145-018-9826-9",
language = "English (US)",
volume = "31",
pages = "2115--2145",
journal = "Reading and Writing",
issn = "0922-4777",
publisher = "Springer Netherlands",
number = "9",

}

TY - JOUR

T1 - Identifying and discriminating expository text structures

T2 - An experiment with 4th and 5th grade struggling readers

AU - Hebert, Michael

AU - Bohaty, Janet J.

AU - Nelson, J. Ron

AU - Lambert, Matthew C.

PY - 2018/11/1

Y1 - 2018/11/1

N2 - Students who struggle with reading have particular trouble with expository text. Instruction in text structures has been shown to be effective for improving expository reading comprehension. However, few studies have been conducted specifically with upper elementary aged struggling readers. To address these issues, we developed a new intervention, Structures, to improve the expository text comprehension of 4th and 5th grade struggling readers. In this study, we conducted a randomized control trial to assess the promise, usability, and feasibility of one component of the intervention designed to teach students to identify and discriminate the five text structures. Forty-five 4th and 5th grade struggling readers were randomly assigned to intervention or business-as-usual conditions. Students in the Structures condition were taught to identify and discriminate among the five text structures used by authors of expository text: description, sequence, cause/effect, compare/contrast, and problem/solution. At post-test, experimental students (n = 24) statistically significantly outperformed control students (n = 21) on a structures identification measure (d = 0.94). No other statistically significant differences were found. However, a practically (but not statistically) significant effect size was found on an oral retell measure (d = 0.29). Results also indicate the materials were usable for teachers and it was feasible to implement the intervention in a school setting. The implications and future directions of the development of remaining components in the Structures intervention are discussed.

AB - Students who struggle with reading have particular trouble with expository text. Instruction in text structures has been shown to be effective for improving expository reading comprehension. However, few studies have been conducted specifically with upper elementary aged struggling readers. To address these issues, we developed a new intervention, Structures, to improve the expository text comprehension of 4th and 5th grade struggling readers. In this study, we conducted a randomized control trial to assess the promise, usability, and feasibility of one component of the intervention designed to teach students to identify and discriminate the five text structures. Forty-five 4th and 5th grade struggling readers were randomly assigned to intervention or business-as-usual conditions. Students in the Structures condition were taught to identify and discriminate among the five text structures used by authors of expository text: description, sequence, cause/effect, compare/contrast, and problem/solution. At post-test, experimental students (n = 24) statistically significantly outperformed control students (n = 21) on a structures identification measure (d = 0.94). No other statistically significant differences were found. However, a practically (but not statistically) significant effect size was found on an oral retell measure (d = 0.29). Results also indicate the materials were usable for teachers and it was feasible to implement the intervention in a school setting. The implications and future directions of the development of remaining components in the Structures intervention are discussed.

KW - Expository text

KW - Fifth grade

KW - Fourth grade

KW - Informational text

KW - Reading

KW - Text structures

UR - http://www.scopus.com/inward/record.url?scp=85055039409&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85055039409&partnerID=8YFLogxK

U2 - 10.1007/s11145-018-9826-9

DO - 10.1007/s11145-018-9826-9

M3 - Article

AN - SCOPUS:85055039409

VL - 31

SP - 2115

EP - 2145

JO - Reading and Writing

JF - Reading and Writing

SN - 0922-4777

IS - 9

ER -