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Text Structure Strategies for Improving Expository Reading Comprehension.

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Title: Text Structure Strategies for Improving Expository Reading Comprehension.
Authors: Roehling, Julia V., Hebert, Michael, Nelson, J. Ron, Bohaty, Janet J.
Source: Reading Teacher. Jul2017, Vol. 71 Issue 1, p71-82. 12p. 1 Diagram, 7 Charts, 1 Graph.
Subjects: Reading comprehension, Exposition (Rhetoric), Comprehensive instruction (Reading), Reading, Comprehension testing
Abstract: Comprehending expository reading material is a challenge for many students. Research has shown that students' expository reading comprehension can improve with the help of text structure instruction. The purpose of this article is to present teachers with a framework for effectively implementing text structure instruction in their classrooms. Within this framework, the authors suggest four possible learning objectives for text structure instruction. They then describe instructional strategies related to each objective and ways to assess whether the objectives were met. Finally, the authors discuss some issues to consider when choosing expository reading material for students and present text structure unit plans for grades 2 and 5 as examples of how teachers might construct a unit. [ABSTRACT FROM AUTHOR]
Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Text Structure Strategies for Improving Expository Reading Comprehension.
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  Data: <searchLink fieldCode="AR" term="%22Roehling%2C+Julia+V%2E%22">Roehling, Julia V.</searchLink><br /><searchLink fieldCode="AR" term="%22Hebert%2C+Michael%22">Hebert, Michael</searchLink><br /><searchLink fieldCode="AR" term="%22Nelson%2C+J%2E+Ron%22">Nelson, J. Ron</searchLink><br /><searchLink fieldCode="AR" term="%22Bohaty%2C+Janet+J%2E%22">Bohaty, Janet J.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Reading+Teacher%22">Reading Teacher</searchLink>. Jul2017, Vol. 71 Issue 1, p71-82. 12p. 1 Diagram, 7 Charts, 1 Graph.
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  Data: <searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Exposition+%28Rhetoric%29%22">Exposition (Rhetoric)</searchLink><br /><searchLink fieldCode="DE" term="%22Comprehensive+instruction+%28Reading%29%22">Comprehensive instruction (Reading)</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Comprehension+testing%22">Comprehension testing</searchLink>
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  Data: Comprehending expository reading material is a challenge for many students. Research has shown that students' expository reading comprehension can improve with the help of text structure instruction. The purpose of this article is to present teachers with a framework for effectively implementing text structure instruction in their classrooms. Within this framework, the authors suggest four possible learning objectives for text structure instruction. They then describe instructional strategies related to each objective and ways to assess whether the objectives were met. Finally, the authors discuss some issues to consider when choosing expository reading material for students and present text structure unit plans for grades 2 and 5 as examples of how teachers might construct a unit. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=123793848
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