Awareness of Four Text Structures: Effects on Recall of Expository Text

Richgels, Donald J.; McGee, Lea M.; Lomax, Richard G.; Sheard, Catherine

doi:10.2307/747664

Cited by 116 publications

(86 citation statements)

References 13 publications

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“…Ils demandent à leurs sujets d'identifier des éléments de structures, comme le paragraphe, et de réarranger des phrases selon la structure du texte qu'ils ont lu. Richgels et al (1987) proposent à des élèves un ensemble de vingt-quatre textes, à raison de six contenus thématiques par type de texte. Les types sont collection, comparaison-contraste, causalité, problème-solution.…”

Section: Etat De La Recherche Sur La Compréhensibilité Des Textesunclassified

L’influence de la structure et du vocabulaire du texte sur la compréhension des élèves

Boyer¹,

Dionne²,

Raymond³

2007

rse

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Les auteurs étudient l'effet de la structure de texte sur la compréhension, en tenant compte plus particulièrement du niveau scolaire des lecteurs (écoliers de 4e et de 6e année) et du niveau de difficulté du vocabulaire. Les textes utilisés comportent 220 mots. Ils représentent quatre types de structure et deux niveaux de difficulté de vocabulaire. Les contenus sont jugés équivalents en intérêt et en familiarité par un jury d'enseignantes. Les résultats permettent de conclure à une influence de la structure de texte, mais l'analyse des données ne fait pas ressortir d'effet du niveau de difficulté de vocabulaire.This study examines the effect of text structure and vocabulary difficulty level on comprehension for readers in Grades 4 and 6. The 220 word texts represent four types of structure and two levels of vocabulary difficulty. The texts used were judged by a jury of teachers to be equivalent in terms of interest and familiarity. The results obtained permit the authors to conclude that comprehension is influenced by text structure. However, the analysis of data do not show any effect due to vocabulary difficulty level.Los autores estudian el efecto de la estructura de texto sobre la comprension tomando particularmente en cuenta el nivel escalor de los lectores (escolares de 4° ano y 6° ano) y el nivel de dificultad en vocabulario. Los textos utilizados comprenden 220 palabras. Representan cuatro tipos de estructuras y dos nivelés de dificultad de vocabulario. Un jurado de profesores evalûan los contenidos respecto a la equivalencia en interés y en familiaridad. Los resultados permiten concluir sobre una influencia de la estructura de texto, pero el analisis de los datos no destaca efecto alguno del nivel de dificultad.Die Verfasser studieren den Effekt der Textstruktur auf das Verständnis, unter besonderer Beriicksichtigung des Schulniveaus der Lëser (Schiller des 4. und 6. Jahrgangs), und des Schwierigkeitsgrades des Wortschatzes. Die beniitzten Texte bestehen aus zweihundertzwanzig (220) Wôrtern. Sie stellen vier Strukturtypen und zwei Schwierigkeitsstufen des Wortschatzes dar. Die Inhalte sind von einer Jury aus Lehrerinnen beziiglich des Interesses und der Vertrautheit fur gleichwertig erklärt worden. Die Ergebnisse lassen auf einen Einfluss der Textstruktur schlieben, aber die Datenanalyse zeigt keine Wirkung des Schwierigkeitsgrades des Wortschatzes

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Section: Etat De La Recherche Sur La Compréhensibilité Des Textesunclassified

L’influence de la structure et du vocabulaire du texte sur la compréhension des élèves

Boyer¹,

Dionne²,

Raymond³

2007

rse

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show abstract

“…Not surprisingly, studies reveal that as long as readers are aware of the text's structure, a well organized text (one that follows rhetorical schemata such as cause/ effect or comparison/contrast) is better remembered than a disorganized or randomly organized text (Kintsch & Yarbrough, 1982;Meyer & Freedle, 1984;Richgels, McGee, Lomax, & Sheard, 1987;Taylor & Samuels, 1983). In addition, readers who organized their recalls according to the text's structure remember more than those who do not (Meyer, Brandt, & Bluth, 1980;Taylor, 1980).…”

Section: Organizing a Text For Maximum Recallabilitymentioning

confidence: 99%

A Review of Research in Revising Instructional Text

Sawyer

1991

Journal of Reading Behavior

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School textbooks are commonly criticized. This article reviews research in revising instructional text by examining multidisciplinary research in readability, text structure, text interestingness, expert revisers' strategies, and readers' comprehension strategies. Findings are that much of this research is limited by a simplistic view of reading, the use of experimentally contrived texts and contexts, and a dependency on recall as a measure of comprehension. A promising line of recent research uses readers' verbal protocols to guide revision and develop revision principles. Further research needs to: (a) develop other innovative ways of measuring comprehension, (b) focus on subject specific concerns, and (c) examine classroom contexts of textbook use.

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“…Schwartz (1980) tested the different demands required of readers to comprehend text at three different levels, namely whole text level, individual word level and letter level. Previous work (Meyer, Brandt, Bluth (1980), Rinehart et al (1986), Richgels et al (1987)) suggests that good readers, those able to identify and follow a text's major themes and relationships as well as the facts supporting these themes, use a structure strategy when reading, but that poor readers lack precisely this skill. Consequently, Meyer, Brandt, Bluth (1980) developed a structure strategy which was designed to follow the organization of the author 's text structure and allow students to focus on finding connections between large chunks of the text they were reading, while Rinehart et al (1986) studied students' abilities at summarizing what they read by getting them to identify and delete certain types of information, as well as relating the main ideas they found to relevant supporting facts.…”

Section: What Others Are Doingmentioning

confidence: 99%

Students and Their Learning From Reading

Fenwick¹

2001

hmnj

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Awareness of Four Text Structures: Effects on Recall of Expository Text

Cited by 116 publications

References 13 publications

L’influence de la structure et du vocabulaire du texte sur la compréhension des élèves

L’influence de la structure et du vocabulaire du texte sur la compréhension des élèves

A Review of Research in Revising Instructional Text

Students and Their Learning From Reading

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