Abstract. This study had three purposes in examining college students' awareness of four expository text structures. The first was to determine whether students were more aware of some text structures than of others in reading and writing. A second was to determine how performance on these text structure measures related to performance on a general comprehension measure. The third was to examine the relationship between awareness of these text structures in reading and writing. Fifty-two college students who were equally divided into two ability groups were given two tasks, one which assessed their awareness of the text structures in reading and the other which assessed awareness in writing. Findings related to the first aim indicated that awareness of the four text structures varied in both the recognition and production of relevant information. With respect to the second aim, performance on both recognition and production measures was related to performance on a general comprehension measure, with high-ability students more sensitive to intrusive information in the recognition task and more able to produce missing text structure information than low-ability students. Findings related to the final aim indicated that the relationship between recognition and production performances was moderate.As students progress through school, activities related to expository text consume more and more of their time. Nowhere is expository text more important than at the college level, where students are asked to do an extensive amount of textbook reading. Term paper assignments and exam-63

By statutory mandate, all of Kentucky's first-year interdisciplinary early childhood educators receive support and assistance from a team of resource teachers, principals, and teacher educators through a year-long supervised internship. This program supports new teachers as they form their professional identities and allows mentors to sharpen their analytical skills as they examine specific curricular and professional issues with their new colleagues. Programs like Kentucky's internship program have the potential to reduce the current rate of attrition for early childhood special educators during the critical first years of their professional careers and to support their competence and confidence throughout their professional lives. This article describes Kentucky's program and identifies challenges in its implementation and empirical validation as a case example.

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