Expository Text Comprehension: Helping Primary-Grade Teachers Use Expository Texts to Full Advantage

Hall, Kendra M.; Sabey, Brenda L.; McClellan, Michelle

doi:10.1080/02702710590962550

Cited by 96 publications

(81 citation statements)

References 22 publications

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“…These findings show similarity with the findings of the researchers who have taught informative text structures through various strategies (Baştuğ & Keskin, 2011;Dreher & Gray, 2009;Hall et al, 2005;Hoffman, 2010;Mcginley, 2008;Newman, 2007;Nubla-Kung, 2008;Özmen, 2011;Reutzel, Read & Fawson, 2009;Stagliano & Boon, 2009;Williams, 2005;Williams, 2008).…”

Section: Discussionsupporting

confidence: 54%

“…While new vocabulary and terms are more highly given in informative texts, direct personal experiences are less mentioned (Hall, Sabey & Mcclellan, 2005). At the same time, they are harder to understand compared to narrative texts since they have different structures (Williams, 2005).…”

Section: Teaching Informative Textsmentioning

confidence: 99%

“…The effective teaching of informative texts especially at the level of 4 th grade has a critical importance in students' understanding of informative texts that they will come across in the upcoming periods (Hall, Sabey & McClellan, 2005). For this reason, informative texts should be taught from the very first years of the educational process with appropriate models, methods, and strategies.…”

Section: Teaching Informative Textsmentioning

confidence: 99%

“…Within the scope of the stages stated by Cha and Swaffar (1998), various activities and strategies before, during, and after the reading of informative texts were used. These activities and strategies were prepared through using the studies of several researchers (Duke & Pearson, 2002;Hall, Sabey & McClellan, 2005;Hoffman, 2010;Gunning, 2005;Güneş, 2007;Karatay, 2011;NRP, 2000;Schirmer, 2010;Temple et al, 2005;Tompkins, 2006;Vacca & Vacca, 2005).…”

Section: Processmentioning

confidence: 99%

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The Effects of Teaching Informative Text through Processual Model on Reading Comprehsion Skills

Sulak¹,

Güneş

2017

iejee

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This study was carried out in order to search the effects of teaching informative text structures through processual model on the reading comprehension skills of 4 th grade students. The research was designed in accordance with experimental model with pre-test-post-test control groups. The study group of the study consisted of 62 fourth grade students who receive their education in 2012-2013 school year in a state school located in the province of Konya, Turkey. Teaching of the informative texts was carried out for 10 weeks based on the processual model in the experimental group, and based on the curriculum of Turkish course in the control group. As data collection tools, Reading Comprehension Test and Awareness Test of Informative Text Structures were used in the research. Mean, standard deviation, unpaired t-test, and one-way analysis of variance were used in the analyses of the study data. Results of the study have revealed that there are significant differences between the reading comprehension levels and awareness of informative text structures on behalf of the experimental group that learned informative texts through processual model.

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Section: Discussionsupporting

confidence: 54%

Section: Teaching Informative Textsmentioning

confidence: 99%

Section: Teaching Informative Textsmentioning

confidence: 99%

Section: Processmentioning

confidence: 99%

See 2 more Smart Citations

The Effects of Teaching Informative Text through Processual Model on Reading Comprehsion Skills

Sulak¹,

Güneş

2017

iejee

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“…Pourtant, Hall, Sabey et Mc Clellan (2005) soulignent que négliger l'enseignement précoce du texte informatif pourrait contribuer à l'absence de progrès, voire au déclin, de l'efficacité en lecture des élèves après la 3 e année (1) . Différentes causes possibles de cette régression ont été mises en évidence.…”

Section: Introductionunclassified

Indicateurs lexicaux dans les textes de comparaison et de problème-solution produits par des élèves de 8-9 ans

Gagnon¹,

Ziarko²

2012

pratiques

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The narrative teacher: Narrative nonfiction as a teaching tool in the primary history classroom

Browning,

Hohenstein

2024

Review of Education

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Narrative is fundamental to human thought, yet in many classrooms, expository texts are commonly used to support learning in content‐based subjects, such as history. Given the importance of narrative, it might be harnessed as a powerful tool to support learning. This research compares the impact of narrative nonfiction (NNF) and expository text (ET) on the development and retention of conceptual understanding relating to World War I (WWI). In an experiment involving 78 participants (mean age = 10.2 years, standard deviation = 0.29), pupils were placed into one of two conditions: in one, information about WWI was conveyed primarily through NNF texts, and in the other, through ETs. Participants completed written pre‐, post‐ and delayed post‐assessments to assess development and retention of conceptual understanding. It was found that participants in the NNF condition showed greater chronological and causal thinking skills. In addition, participants in the NNF condition retained significantly more conceptual understanding at delayed post‐assessments than those in the ET condition. Overall, these findings suggest that narrative texts have the potential to be powerful learning tools. Implications for how texts are selected and utilised to support learning in the primary, history classroom are discussed.

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Expository Text Comprehension: Helping Primary-Grade Teachers Use Expository Texts to Full Advantage

Cited by 96 publications

References 22 publications

The Effects of Teaching Informative Text through Processual Model on Reading Comprehsion Skills

The Effects of Teaching Informative Text through Processual Model on Reading Comprehsion Skills

Indicateurs lexicaux dans les textes de comparaison et de problème-solution produits par des élèves de 8-9 ans

The narrative teacher: Narrative nonfiction as a teaching tool in the primary history classroom

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