Simplifying Informational Text Structure for Struggling Readers
Saved in:
| Title: | Simplifying Informational Text Structure for Struggling Readers |
|---|---|
| Language: | English |
| Authors: | Arfé, Barbara, Mason, Lucia, Fajardo, Inmaculada |
| Source: | Reading and Writing: An Interdisciplinary Journal. Nov 2018 31(9):2191-2210. |
| Availability: | Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Reading Instruction, Text Structure, Reading Difficulties, Reading Strategies, Intervention, Reading Skills, Difficulty Level, Direct Instruction |
| DOI: | 10.1007/s11145-017-9785-6 |
| ISSN: | 0922-4777 |
| Abstract: | Direct instruction of reading strategies, such as the 'structure strategy', is demonstrated to be effective for the development of more mature and skilled reading processes in struggling readers. This instructional intervention approach, aimed at directly improving reading ability, can be used in combination with text simplification. Text simplification is the modification of the text in order to make it more understandable or readable for target groups of readers. In this article, we discuss a theoretically-driven text simplification approach, inspired by cognitive models of reading comprehension. Differently from classical approaches to linguistic text simplification, the aim of cognitive text simplification is not simply to reduce the linguistic complexity of the text, but to improve text coherence and the structure of information in the text. This can be achieved by using rhetorical devices, like signaling or discourse markers, which specify relationships among ideas at a global level (macrostructural) and work as processing instructions for the reader, scaffolding reading comprehension. The goal of this paper is to discuss, in light of the literature, the effectiveness of these adaptations for improving struggling readers' understanding and learning from informational texts. |
| Abstractor: | As Provided |
| Number of References: | 87 |
| Entry Date: | 2018 |
| Accession Number: | EJ1193945 |
| Database: | ERIC |
| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFgyYwNK-XV7sipr8400aBGAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDM1QY2oto4tRFHYpngIBEICBm9Cpx78I7tct3AJ2FOjM-OzGNVsZBfNcM-AWEf13g2CKKYxtx2oHq7gjT_rYwL_oN_SeXv7ovZfl3dnMYBi9j39WpZKH3B_FVINDx1muZjaME6260sNCFpvQbOUu5B6E5NJQHJ7IBiZtDq5kxbHy1x7arUHhOBmudCttM0KUJTQkDWAqbkVMLIX6iz6w4Qnvk33VG54elBCfkqnQ Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1193945 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Simplifying Informational Text Structure for Struggling Readers – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Arfé%2C+Barbara%22">Arfé, Barbara</searchLink><br /><searchLink fieldCode="AR" term="%22Mason%2C+Lucia%22">Mason, Lucia</searchLink><br /><searchLink fieldCode="AR" term="%22Fajardo%2C+Inmaculada%22">Fajardo, Inmaculada</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Reading+and+Writing%3A+An+Interdisciplinary+Journal%22"><i>Reading and Writing: An Interdisciplinary Journal</i></searchLink>. Nov 2018 31(9):2191-2210. – Name: Avail Label: Availability Group: Avail Data: Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 20 – Name: DatePubCY Label: Publication Date Group: Date Data: 2018 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Descriptive – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Text+Structure%22">Text Structure</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Difficulties%22">Reading Difficulties</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Skills%22">Reading Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Direct+Instruction%22">Direct Instruction</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1007/s11145-017-9785-6 – Name: ISSN Label: ISSN Group: ISSN Data: 0922-4777 – Name: Abstract Label: Abstract Group: Ab Data: Direct instruction of reading strategies, such as the 'structure strategy', is demonstrated to be effective for the development of more mature and skilled reading processes in struggling readers. This instructional intervention approach, aimed at directly improving reading ability, can be used in combination with text simplification. Text simplification is the modification of the text in order to make it more understandable or readable for target groups of readers. In this article, we discuss a theoretically-driven text simplification approach, inspired by cognitive models of reading comprehension. Differently from classical approaches to linguistic text simplification, the aim of cognitive text simplification is not simply to reduce the linguistic complexity of the text, but to improve text coherence and the structure of information in the text. This can be achieved by using rhetorical devices, like signaling or discourse markers, which specify relationships among ideas at a global level (macrostructural) and work as processing instructions for the reader, scaffolding reading comprehension. The goal of this paper is to discuss, in light of the literature, the effectiveness of these adaptations for improving struggling readers' understanding and learning from informational texts. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 87 – Name: DateEntry Label: Entry Date Group: Date Data: 2018 – Name: AN Label: Accession Number Group: ID Data: EJ1193945 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1193945 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11145-017-9785-6 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 2191 Subjects: – SubjectFull: Reading Instruction Type: general – SubjectFull: Text Structure Type: general – SubjectFull: Reading Difficulties Type: general – SubjectFull: Reading Strategies Type: general – SubjectFull: Intervention Type: general – SubjectFull: Reading Skills Type: general – SubjectFull: Difficulty Level Type: general – SubjectFull: Direct Instruction Type: general Titles: – TitleFull: Simplifying Informational Text Structure for Struggling Readers Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Arfé, Barbara – PersonEntity: Name: NameFull: Mason, Lucia – PersonEntity: Name: NameFull: Fajardo, Inmaculada IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 0922-4777 Numbering: – Type: volume Value: 31 – Type: issue Value: 9 Titles: – TitleFull: Reading and Writing: An Interdisciplinary Journal Type: main |
| ResultId | 1 |
