Effects of Expository Text Structure Interventions on Comprehension: A Meta‐Analysis

Pyle, Nicole; Vasquez, Ariana C.; Lignugaris, Benjamin; Gillam, Sandra Laing; Reutzel, D. Ray; Olszewski, Abbie; Segura, Hugo; Hartzheim, Daphne; Laing, Woodrow; Pyle, Doug

doi:10.1002/rrq.179

Cited by 70 publications

(152 citation statements)

References 63 publications

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“…This leads to students learning how to, for example, read like a scientist or historian, depending on the requirements of the text (Goldman, ; Shanahan & Shanahan, ). A recent review reported positive effects of teaching expository text structure on comprehension skills in elementary and secondary schools (Pyle et al., ).…”

Section: Methodsmentioning

confidence: 99%

A Synthesis of Quantitative Research on Reading Programs for Secondary Students

Baye

Inns

Lake

et al. 2018

Reading Research Quarterly

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A B S T R A C TRecent initiatives in the United States and United Kingdom have added greatly to the amount and quality of research on the effectiveness of secondary reading programs, especially programs for struggling readers. In this review of the experimental research on secondary reading programs, the authors focused on 69 studies that used random assignment (n = 62) or high-quality quasi-experiments (n = 7) to evaluate outcomes of 51 programs on widely accepted measures of reading. Categories of programs using one-to-one and small-group tutoring, cooperative learning, whole-school approaches including organizational reforms such as teacher teams, and writing-focused approaches showed positive outcomes. Individual approaches in a few other categories also showed positive impacts. Categories in which these individual programs appear include programs emphasizing social studies/science, structured strategies, and personalized and group/personalization rotation approaches for struggling readers. Programs that provide a daily extra period of reading and those utilizing technology were no more effective, on average, than programs that did not provide these resources. The findings suggest that secondary readers benefit more from socially and cognitively engaging instruction than from additional reading periods or technology.

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Section: Methodsmentioning

confidence: 99%

A Synthesis of Quantitative Research on Reading Programs for Secondary Students

Baye

Inns

Lake

et al. 2018

Reading Research Quarterly

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show abstract

“…Stahl, 2012). For example, teaching students how to identify common text structures such as description, compare/contrast, sequence, cause/effect, and problem/ solution helps promote comprehension of informational text (Hebert, Bohaty, Nelson, & Brown, 2016;Pyle et al, 2017).…”

Section: Figure 5 Lesson-planning Template For Supporting Fluency Andmentioning

confidence: 99%

Supporting Elementary Students’ Reading of Difficult Texts

Strong¹,

Amendum²,

Smith³

2018

The Reading Teacher

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This article was inspired by the fact that teachers have been asked to increase the difficulty of texts that students encounter without clear guidance on how to support their students when reading difficult texts. First, findings are presented from a recent review that investigated the effects of increased text difficulty on elementary students’ fluency and comprehension. Then, the authors draw on additional literature that provided practical recommendations for determining text difficulty, selecting texts, and supporting students when reading difficult texts. A planning template for small‐group instruction is provided to help elementary teachers address vocabulary and knowledge demands associated with difficult texts before reading, provide fluency and comprehension scaffolds according to students’ instructional needs during repeated reading, and ask text‐dependent questions after reading that support and consolidate learning from difficult texts.

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“…One example of such evidence surfaced in a recently published meta‐analysis of expository text structure interventions that spanned grades K–12 between 1970 and 2013. From that analysis, Pyle and her colleagues () concluded that despite the limitations noted below, “it is evident that expository text structure instruction is an effective research‐based reading comprehension strategy for a range of student abilities and grade levels” (p. 497).…”

Section: Generic Literacy Strategy Instruction In Content Areasmentioning

confidence: 99%

“…As is the case for all research, there are limitations that need to be considered. Only 21 studies met Pyle and her colleagues’ () criteria for inclusion in their meta‐analysis; this is a relatively small corpus and consists of only five studies at grades 9–12. Because the majority of studies that were analyzed included multiple kinds of text structure, no single set of instructional features for improving students’ reading comprehension could be isolated.…”

Section: Generic Literacy Strategy Instruction In Content Areasmentioning

confidence: 99%