Explicit Text Structure Instruction Supports Expository Text Comprehension for Adolescents With Learning Disabilities: A Systematic Review

Abstract

This systematic review article summarizes the effects of explicit text structure instruction on expository text comprehension for adolescents with learning disabilities or at risk for reading failure. A thorough literature search with four databases and backward citation search identified nine studies published in the past 22 years for inclusion in the review. The findings revealed medium to large effect sizes on expository reading comprehension outcome measures, providing moderately strong evidence in support of text structure intervention for adolescents with a diagnosis or risk of reading disabilities. Text structure instruction was more effective than standard instruction or business as usual conditions on students’ comprehension of a variety of expository text types and content area texts. Directions for further research, limitations, and educational implications are discussed.

Improving Reading Comprehension for Adolescents With Language and Learning Disorders

“…While the findings are preliminary, they are promising given the gains obtained in text structure awareness and comprehension via a relatively short-term intervention. Previous reviews of text structure instruction have reported large effect sizes for compare–contrast comprehension interventions, indicating that clinically significant increases in text comprehension are possible through explicit text structure instruction (Hall-Mills & Marante, 2020; Hebert et al, 2016; Pyle et al, 2017). The strong effects we noted via visual analysis (e.g., PND) and quantitative analysis (e.g., Tau- U ) for the current participants compare favorably with findings from other text structure interventions.…”

“…However, adolescents may not yet have complete knowledge of expository text structures (Williams et al, 2014). Common expository text structures include description (provides information for an event or topic), problem–solution (describes how to solve a problem), cause–effect (describes a causal relationship), sequencing (provides a series of steps in order of occurrence), and compare–contrast (describes similarities and differences between concepts) (Hall-Mills & Marante, 2020).…”

“…However, only three of the studies reviewed included participants with LD. To look specifically at the effects of text structure instruction for adolescents with LD, Hall-Mills and Marante (2020) conducted a systematic review of nine studies published within the past 22 years. They noted medium to large effects for expository text comprehension outcome measures across all studies in the review.…”

“…We implemented a simple time-series design with one baseline and one intervention phase (e.g., AB design) to pilot a researcher-developed program called Teaching Expository Text Management and Proficiency Skills for Comprehension (TEXT-MAPS) with three adolescents with LLD. The design of the TEXT-MAPS program incorporated evidence-based components of effective text structure instruction, including systematic training in identifying signal words that mark compare–contrast relations between concepts, direct instruction regarding the purpose and nature of expository text structures, and the use of graphic organizers to assist in retell of target passages and comprehension (Elleman & Compton, 2017; Hall-Mills & Marante, 2020; Hebert et al, 2016; Pyle et al, 2017). Moreover, TEXT-MAPS incorporates several features of contextualized, quality language intervention, including repeated opportunities for participants to engage in strategy instruction via explicit treatment with appropriate levels of scaffolding, instructor modeling, guided practice, and consistent, literacy-based routines (Gillam & Ukrainetz, 2006; Ukrainetz, 2015).…”

I Do, We Do, You Do Home Economics: Explicit Instruction Connecting Content with Ideology

“…Explicit instruction is a teaching model that demonstrates to students what to do and how to do it. Historically, explicit instruction is employed with younger children (Kruit et al, 2018), with students learning to write and speak languages (Graham et al, 2013) or with students who live with learning disabilities (Hall-Mills & Marante, 2020). Interestingly, van de Kamp et al (2015) conducted a small scale study with 147 secondary school students in visual arts education and found that explicit instruction was very useful to reinforce metacognitive divergent higher-order thinking skills and knowledge, while direct instruction impeded originality and creativity.…”