A meta‐analytic review of the effect of sentence‐combining on reading comprehension

Neville, Donald D.; Searls, Evelyn F.

doi:10.1080/19388079109558072

Cited by 15 publications

(10 citation statements)

References 6 publications

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“…1984). The findings in this report are cumulative in that they build on earlier reviews examining the impact of writing on reading (e.g., Applebee, 1984;Emig, 1977;Graham and Perin, 2007a;Klein, 1999;Moore and Readence, 1984;Neville and Searls, 1991;NICHD, 2000;Smith, 1988;Stotsky, 1982). All pertinent studies from these prior reviews were included, and new studies were located through an extensive search of the literature (see Appendix A for details).…”

Section: The Meta-analysissupporting

confidence: 73%

“…Although writing is typically recommended as a part of a strong literacy program (e.g., Biancarosa and Snow, 2004), and several important reviews have selectively examined the impact of writing on reading (e.g., Applebee, 1984;Emig, 1977;Klein, 1999;Neville and Searls, 1991;Smith, 1988;Stotsky, 1982), the special strength of this report is that it comprehensively summarizes high-quality research using the powerful statistical method of meta-analysis. This technique allows researchers to determine the consistency and strength of the effects of an instructional practice, and to highlight practices holding the most promise.…”

Section: The Approachmentioning

confidence: 99%

“…Generating questions in writing greater skill in understanding such units in reading (Neville and Searls, 1991). This is the basic premise behind the writing instructional strategy known as sentence combining (Saddler and Graham, 2005).…”

Section: Answering Questions In Writingmentioning

confidence: 99%

“…Teaching students how words are spelled provides them with schemata about specific connections between letters and sounds, making it easier for them to identify and remember words in text containing these connections (Ehri, 1987;Moats, 2005Moats, /2006. The practice of putting smaller units of writing together in order to create more complex ones-from letters to words or words to sentences-should result in greater skill in understanding of these units in reading (Ehri, 2000;Neville and Searls, 1991).…”

Section: Teach Spelling and Sentence Construction Skills (Improves Rementioning

confidence: 99%

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Writers Read Better: Narrative: 50+ Paired Lessons That Turn Writing Craft Work Into Powerful Genre Reading

Cruz¹

2019

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Carnegie Corporation's Advancing Literacy program is dedicated to the issues of adolescent literacy and the research, policy, and practice that focus on the reading and writing competencies of middle and high school students. Advancing Literacy reports and the Time to Act series of publications are designed to encourage local and national discussions, explore promising ideas, and incubate models of practice. For more information visit www.carnegie.org/literacy. The Alliance for Excellent Education is a Washington, DC-based national policy and advocacy organization that works to improve national and federal policy so that all students can achieve at high academic levels and graduate high school ready for success in college, work, and citizenship in the twenty-first century. The Alliance focuses on America's six million most-at-risk secondary school students-those in the lowest achievement quartile-who are most likely to leave school without a diploma or to graduate unprepared for a productive future.The Alliance's audience includes parents, educators, the federal, state, and local policy communities, education organizations, business leaders, the media, and a concerned public. To inform the national debate about education policies and options, the Alliance produces reports and other materials, makes presentations at meetings and conferences, briefs policymakers and the press, and provides timely information to a wide audience via its biweekly newsletter and regularly updated website, www.all4ed.org.

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Section: The Meta-analysissupporting

confidence: 73%

Section: The Approachmentioning

confidence: 99%

Section: Answering Questions In Writingmentioning

confidence: 99%

Section: Teach Spelling and Sentence Construction Skills (Improves Rementioning

confidence: 99%

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Writers Read Better: Narrative: 50+ Paired Lessons That Turn Writing Craft Work Into Powerful Genre Reading

Cruz¹

2019

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“…This has been done with elementary and with learning-disabled students using sentence anagrams (Greenewold & Pederson, 1983;Weaver 1979;White et al, 1981), and with more advanced students by using sentence combining tasks (Gonsoulin, 1993;Morenberg, Daiker, & Kerek, 1978;Neville & Searls, 1985;Straw & Schreiner, 1982;Wilkinson & Patty, 1993). It is reported to result in gains in cloze comprehension tests, but there is only marginal evidence for gains in general comprehension (see the overview by Searls & Neville, 1988 and the meta-analytic reviews by Fusaro, 1992;Neville & Searls, 1991). Third, in psycholinguistic experiments, adult students have been individually trained to parse complex sentences belonging to specific patterns which they found hard (Chipere, 2003;Wills, Christiansen, Race, Achesen, & MacDonald, 2009).…”

Section: Introductionmentioning

confidence: 99%

Exploring syntactic structures in first-language education: effects on literacy-related achievements

Funke¹,

Wieland²,

Schönenberg³

et al. 2013

L1 Educational Studies in Language and Literature

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A quasi-experimental study with 256 German sixth-grade students examined the effects of exploring syntactic structures on literacy-related achievements. The core feature of the instruction was that students had the opportunity to deal with syntactic structures directly, not mediated by analytic operations. Instruction covered six lessons targeting two types of syntactic contrasts (syntactic category contrasts, noun case contrasts). The results indicate that students profited from the instruction in their ability to use a marker of syntactic structure in written German, the capitalization of nouns. As to the ability to use the same marker to interpret text read, students of different achievement levels seem to have been differently affected. No effects were found for reading comprehension in general and spelling at the word level. The findings suggest that students' recognition of syntactic categories was enhanced even in contexts other than those they were familiarized within the instruction. However, it was not enhanced when they worked on a task that was completely new to them.

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A Review of the Evidence on Tier 1 Instruction for Readers With Dyslexia

Shanahan

2021

Reading Research Quarterly

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In this article, I provide an examination of research evidence concerning the effects of classroom instruction (Tier 1) for students with dyslexia and other reading problems. I discuss the suitability and limitations of different types of research evidence that may be used to determine how best to support the learning of these students in the classroom (e.g., studies of the effects of classroom instruction on average reading achievement, studies of special interventions for students with reading problems). I then examine research on the impact on learning of amount of classroom instruction, the curriculum or content of classroom instruction, and the quality of classroom instruction. Because the preponderance of research has focused on what needs to be taught to students to improve their reading achievement, in that portion of the review, I focus on the results of 32 meta‐analyses rather than individual studies. These meta‐analyses addressed a wide range of topics, including phonemic awareness, decoding, oral reading fluency, reading comprehension strategies, writing, and various aspects of language and text structure. Finally, I provide a best estimate of beneficial approaches to classroom instruction for students with dyslexia and identify gaps and limitations in this evidentiary base.

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A meta‐analytic review of the effect of sentence‐combining on reading comprehension

Cited by 15 publications

References 6 publications

Writers Read Better: Narrative: 50+ Paired Lessons That Turn Writing Craft Work Into Powerful Genre Reading

Writers Read Better: Narrative: 50+ Paired Lessons That Turn Writing Craft Work Into Powerful Genre Reading

Exploring syntactic structures in first-language education: effects on literacy-related achievements

A Review of the Evidence on Tier 1 Instruction for Readers With Dyslexia

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