Comparative signaling generated for expository texts by 4th–8th graders: variations by text structure strategy instruction, comprehension skill, and signal word

Comparative signaling generated for expository texts by 4th–8th graders: variations by text... Read Writ https://doi.org/10.1007/s11145-018-9871-4 Comparative signaling generated for expository texts by 4th–8th graders: variations by text structure strategy instruction, comprehension skill, and signal word 1 2 3 • • Bonnie J. F. Meyer Kausalai Wijekumar Puiwa Lei Springer Science+Business Media B.V., part of Springer Nature 2018 Abstract Explicit signals of important relationships in expository texts can provide efficient processing instructions for readers with strategic knowledge about text structures. However, such signal words do not help readers without strategic knowledge about use of text structures and signal words. This study provided the first detailed investigation about the effects of structure strategy instruction on understanding several types of comparative signal words in multi-paragraph expository texts. The study, set in 41 school districts, examined four comparative signal words generated by three groups of reading comprehenders in Grades 4, 5, 7, and 8 and how such understandings were impacted by instruction with the text structure strategy. Students in classrooms randomly assigned to structure strategy instruction showed more understanding of comparative signal words than those in the business as usual control. The intervention aided 4th, 5th, and 7th graders’ generation of all signal words, but more so for the more difficult signaling words that transitioned http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Comparative signaling generated for expository texts by 4th–8th graders: variations by text structure strategy instruction, comprehension skill, and signal word

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Publisher
Springer Netherlands
Copyright
Copyright © 2018 by Springer Science+Business Media B.V., part of Springer Nature
Subject
Linguistics; Language and Literature; Psycholinguistics; Education, general; Neurology; Literacy
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-018-9871-4
Publisher site
See Article on Publisher Site

Abstract

Read Writ https://doi.org/10.1007/s11145-018-9871-4 Comparative signaling generated for expository texts by 4th–8th graders: variations by text structure strategy instruction, comprehension skill, and signal word 1 2 3 • • Bonnie J. F. Meyer Kausalai Wijekumar Puiwa Lei Springer Science+Business Media B.V., part of Springer Nature 2018 Abstract Explicit signals of important relationships in expository texts can provide efficient processing instructions for readers with strategic knowledge about text structures. However, such signal words do not help readers without strategic knowledge about use of text structures and signal words. This study provided the first detailed investigation about the effects of structure strategy instruction on understanding several types of comparative signal words in multi-paragraph expository texts. The study, set in 41 school districts, examined four comparative signal words generated by three groups of reading comprehenders in Grades 4, 5, 7, and 8 and how such understandings were impacted by instruction with the text structure strategy. Students in classrooms randomly assigned to structure strategy instruction showed more understanding of comparative signal words than those in the business as usual control. The intervention aided 4th, 5th, and 7th graders’ generation of all signal words, but more so for the more difficult signaling words that transitioned

Journal

Reading and WritingSpringer Journals

Published: Jun 5, 2018

References

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