An analysis of the ecological components within a text structure intervention

Beerwinkle, Andrea L.; Wijekumar, Kay; Walpole, Sharon; Aguis, Rachael

doi:10.1007/s11145-018-9870-5

Cited by 30 publications

(55 citation statements)

References 24 publications

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“…The TDT was specifically asked to a) focus their text-structure instruction on the characteristics of each structure (central questions, cue words), and b) teach how to apply reading strategies such as predicting, questioning and summarizing specific to the text structure at hand. As teachers often have difficulties with recognizing text structures (Beerwinkle et al, 2018;Reutzel et al, 2016), the TDT received explicit instruction on the four structures.…”

Section: 3mentioning

confidence: 99%

“…This is, however, no real surprise. First, previous research has already shown that teachers' struggle with recognizing and teaching text structures (Beerwinkle et al, 2018;Reutzel et al, 2016). Second, teachers typically learn hardly anything about text structure in Dutch teacher colleges (Kooiker-den Boer, Sanders, & Evers-Vermeul, submitted).…”

Section: 2mentioning

confidence: 99%

“…Unfortunately, curricular materials for reading follow educational trends and are essentially market driven, while rarely initiating evidence-based principles (Chambliss & Calfee, 1998;Dewitz & Jones, 2013). In addition, teacher knowledge about effective instructional practices for reading instruction appears to be limited (Koenig, 2018), especially when it comes to teaching text structure (Beerwinkle, Wijekumar, Walpole, & Aguis, 2018;Reutzel, Jones, Clark, & Kumar, 2016) and providing high-quality modeling of reading strategies (Okkinga, 2018). However, even if teaching materials are evidence-based, this is no guarantee that teachers successfully implement them.…”

Section: Introductionmentioning

confidence: 99%

“…However, even if teaching materials are evidence-based, this is no guarantee that teachers successfully implement them. For instance, it has been shown that even with adequate curricular products for text-structure instruction, teachers not always teach as intended (Beerwinkle et al, 2018), possibly because they possess limited knowledge of text structure themselves (Reutzel et al, 2016). One way to bridge the research-practice gap is to have teachers and researchers collaborate in design-based research (Broekkamp & van Hout-Wolters, 2007;Ormel et al, 2012;Vanderlinde & van Braak, 2009).…”

Section: Introductionmentioning

confidence: 99%

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Teachers and researchers as co-designers? A design-based research on reading comprehension instruction in primary education

Hazenberg

Evers-Vermeul

Bergh

2019

EDeR

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Insights from scientific reading research only partially resonate in Dutch teaching materials for reading comprehension, and hence in the classroom. As an attempt to bridge the gap between science and educational practice, a design-based research was conducted in which four primary school teachers translated four researcher-provided design principles into practice. In two successive design cycles, the teachers designed and implemented lessons on informational text structures, under supervision of two researchers. The aim of the study was to gain insight into the viability of the design principles and into the level of support teachers need in order to become effective co-designers. Based on data from lesson artefacts, teacher logbooks, panel interviews and lesson observations, we found that the teachers experienced several implementation difficulties. These difficulties were partially due to the fact that there was a tension between two design principles, and that one design principle needed refinement. However, in most cases, the implementation difficulties could be explained by teachers’ limited pedagogical content knowledge. As a result, the teachers needed a high level of support, especially in text selection and revision. Teacher beliefs and habits also interfered with the implementation of the design principles, especially when it came to the importance of working with authentic texts, and teachers’ views on effective modeling.Our study raises questions about the feasibility of equal participation of researchers and teachers at the start of a DBR project, but also shows how DBR can successfully contribute to teacher professionalization if researchers provide adequate support throughout the design process.

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Section: 3mentioning

confidence: 99%

Section: 2mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Teachers and researchers as co-designers? A design-based research on reading comprehension instruction in primary education

Hazenberg

Evers-Vermeul

Bergh

2019

EDeR

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“…A child who fails to read proficiently at fourth grade will most likely remain a poor reader throughout school with persistent lifelong struggles (Fletcher, Coulter, Reschly, & Vaughn, ) as she/he faces continuing challenges in comprehending advanced content area texts. Unfortunately, teacher knowledge and practices associated with reading comprehension appear to be a challenge at upper elementary grade levels (Beerwinkle, Wijekumar, Walpole, & Aguis, ; Pressley, Wharton‐McDonald, Mistretta‐Hampston, & Echevarria, ). Both student outcome and teacher knowledge trends cannot continue, and solutions must be developed to address these problems as early as possible.…”

Section: Introductionmentioning

confidence: 99%

Supplementing teacher knowledge using web‐based Intelligent Tutoring System for the Text Structure Strategy to improve content area reading comprehension with fourth‐ and fifth‐grade struggling readers

et al. 2019

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The effects of teaching the text structure strategy using a web-based Intelligent Tutoring System for the Text Structure Strategy (ITSS) were examined with fourth-and fifthgrade children scoring below the 25th percentile on comprehension measures using the Gray Silent Reading Test (GSRT) and researcher designed assessment from 130 fourth-grade and 130 fifth-grade classrooms. The ITSS was designed to teach students how to select and encode strategic memory from expository texts. The system provides modelling, practice, assessment, scaffolding, and feedback to learners on identifying signalling words, summarizing, making inferences, generating elaborations, and monitoring comprehension. A large scale randomized controlled trial was conducted with 130 fourth-grade and 130 fifth-grade classrooms. Students completed GSRT-and researcher-designed measures of reading comprehension at pretest and posttests. An analysis of fourth-grade students using ITSS who scores less than the 25th percentile on the GSRT pretest showed small but meaningful effect sized on the posttests. The fifth-grade students in ITSS, who scored less than the 25% percentile on the GSRT pretest, showed the highest effect sizes (moderate to large effects) on the standardized test scores on the posttests.

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The “GIST” of the reading comprehension problem in grades 4 and 5

et al. 2020

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Main idea and summary are essential elements of reading comprehension. We report results from Grades 4 and 5 student performance on two years of state‐mandated standardized reading testing which indicate that students perform statistically significantly lower on main idea and summary questions on the tests than any other question category. In this study, teacher competency was measured in a main idea task and teacher surveys were used to understand what instructional practices and materials they use to teach reading comprehension. Descriptive analyses indicate that teachers have a moderate competency for writing main ideas and many use instructional practices that are not supported by empirical evidence or reviewed by the What Works Clearinghouse. Thus, teacher knowledge and instructional practices may be malleable factors that contribute to student outcomes.

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An analysis of the ecological components within a text structure intervention

Cited by 30 publications

References 24 publications

Teachers and researchers as co-designers? A design-based research on reading comprehension instruction in primary education

Teachers and researchers as co-designers? A design-based research on reading comprehension instruction in primary education

Supplementing teacher knowledge using web‐based Intelligent Tutoring System for the Text Structure Strategy to improve content area reading comprehension with fourth‐ and fifth‐grade struggling readers

The “GIST” of the reading comprehension problem in grades 4 and 5

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