Teaching Expository Text Management and Proficiency Skills for Comprehension for Students with Language/Learning Disabilities
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| Title: | Teaching Expository Text Management and Proficiency Skills for Comprehension for Students with Language/Learning Disabilities |
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| Language: | English |
| Authors: | Shannon S. Hall-Mills (ORCID |
| Source: | Learning Disability Quarterly. 2025 48(2):88-101. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools |
| Descriptors: | Students with Disabilities, Language Impairments, Learning Disabilities, Expository Writing, Reading Comprehension, Grade 5, Elementary School Students, Syntax, Word Recognition, Direct Instruction, Reading Instruction, Instructional Materials, Instructional Effectiveness |
| Geographic Terms: | Florida |
| Assessment and Survey Identifiers: | Woodcock Reading Mastery Test, Clinical Evaluation of Language Fundamentals, Kaufman Brief Intelligence Test |
| DOI: | 10.1177/07319487221145689 |
| ISSN: | 0731-9487 2168-376X |
| Abstract: | The purpose of this registered report study was to determine the effects of explicit text structure instruction on the expository text comprehension of students with language and learning disabilities (LLD) using a multiple baseline design across conditions (e.g., compare-contrast and cause-effect) and participants. Participants included four children enrolled in the fifth grade of Florida schools with previous diagnoses of language impairment and reading comprehension deficits. Text structure instruction was provided during the intervention phases using a researcher-designed intervention program called TEXT-MAPS. The dependent variables included text structure and signal word identification and percentage of idea units recalled from expository text. All participants showed improved recall of idea units for compare-contrast and cause-effect texts with maintained performance 1-month post-intervention. The program also had notable effects on participants' identification of signal words and text structures in compare-contrast and cause-effect texts. The magnitude of the Tau-U effect sizes was in the large, medium, and small range, and varied across participants. The results indicate that short-term, explicit text structure instruction can be effective for children with LLD with deficits in expository reading comprehension. Considerations for further research and practical implications are presented. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1469596 |
| Database: | ERIC |
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| Abstract: | The purpose of this registered report study was to determine the effects of explicit text structure instruction on the expository text comprehension of students with language and learning disabilities (LLD) using a multiple baseline design across conditions (e.g., compare-contrast and cause-effect) and participants. Participants included four children enrolled in the fifth grade of Florida schools with previous diagnoses of language impairment and reading comprehension deficits. Text structure instruction was provided during the intervention phases using a researcher-designed intervention program called TEXT-MAPS. The dependent variables included text structure and signal word identification and percentage of idea units recalled from expository text. All participants showed improved recall of idea units for compare-contrast and cause-effect texts with maintained performance 1-month post-intervention. The program also had notable effects on participants' identification of signal words and text structures in compare-contrast and cause-effect texts. The magnitude of the Tau-U effect sizes was in the large, medium, and small range, and varied across participants. The results indicate that short-term, explicit text structure instruction can be effective for children with LLD with deficits in expository reading comprehension. Considerations for further research and practical implications are presented. |
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| ISSN: | 0731-9487 2168-376X |
| DOI: | 10.1177/07319487221145689 |
