Teaching Expository Text Structure to Young At-Risk Learners: Building the Basics of Comprehension Instruction

Williams, Joanna P.; Hall, Kendra M.; Lauer, Kristen D.

doi:10.4324/9781315046051-1

Cited by 11 publications

(13 citation statements)

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“…Such analyses would allow stronger comparisons of cross‐age effects. Fourth, although this study included a wide range of CHC cognitive abilities as predictors of reading comprehension, it may have omitted other important constructs, such as meta‐cognitive skill usage and knowledge of text structure (Williams, Hall, & Lauer, 2004). Finally, although we used two different indicators of reading comprehension, they tap only a narrow range of comprehension skills and emphasize rather shallow levels of reading comprehension (Graesser, Swamer, Baggett, & Sell, 1996).…”

Section: Discussionmentioning

confidence: 99%

An explanation of reading comprehension across development using models from Cattell–Horn–Carroll theory: Support for integrative models of reading

Floyd

Meisinger

Gregg³

et al. 2012

Psychology in the Schools

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The purpose of this research was to investigate the cognitive abilities that explain reading comprehension across childhood and early adulthood. Drawing from the standardization sample of the Woodcock–Johnson III, analyses were conducted with large samples at age levels spanning early childhood to early adulthood: 5 to 6 (n = 639), 7 to 8 (n = 720), 9 to 13 (n = 1,995), 14 to 19 (n = 1,615), and 20 to 39 (n = 1,409). Using a model including factors representing general intelligence, Cattell–Horn–Carroll broad abilities, and reading decoding skills, results revealed significant direct effects for reading decoding skills and Crystallized Intelligence on reading comprehension across all age levels. Memory‐related abilities, processing speed, and auditory processing demonstrated indirect effects on reading comprehension through reading decoding skills. The magnitude of direct and indirect effects varied as a function of age. The results provide support for integrative models of reading that include both direct and indirect effects of cognitive abilities on reading comprehension and for consideration of developmental differences in the cognitive aptitudes predicting reading comprehension. © 2012 Wiley Periodicals, Inc.

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Section: Discussionmentioning

confidence: 99%

An explanation of reading comprehension across development using models from Cattell–Horn–Carroll theory: Support for integrative models of reading

Floyd

Meisinger

Gregg³

et al. 2012

Psychology in the Schools

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show abstract

“…In studies with younger students at risk due to their socioeconomic status, Williams and her colleagues (Williams, Hall, & Lauer, 2004;Williams et al, 2007;2009) investigated teaching text patterns as part of content area instruction. The first study taught second graders to identify and comprehend the compare-contrast pattern using science texts (Williams et al, 2004).…”

Section: E X P O S I T O R Y T E X T I N T E R V E N T I O N S F O R mentioning

confidence: 99%

“…The first study taught second graders to identify and comprehend the compare-contrast pattern using science texts (Williams et al, 2004). Instruction emphasized identifying clue words (e.g., alike) that signaled the pattern, as well as the use of a graphic organizer (i.e., Venn diagram).…”

Section: E X P O S I T O R Y T E X T I N T E R V E N T I O N S F O R mentioning

confidence: 99%

Does Compare-Contrast Text Structure Help Students with Autism Spectrum Disorder Comprehend Science Text?

Carnahan

Williamson

2013

Exceptional Children

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“…Williams et al (2007) taught cause‐effect text structure using multiple strategies such as clue words, graphic organizers, and questioning. As the literature documents explicit instruction of text structure positively contributes to student comprehension of both narrative and expository texts (Gardill & Jitendra, 1999; Gersten et al, 2001; Jitendra, Edwards, Choutka, & Treadway, 2002; Vaughn & Edmonds, 2006; Williams, Hall, & Lauer, 2004; Williams et al, 2007).…”

Section: Factors Essential To Comprehensionmentioning

confidence: 99%

Evidence‐Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities

Watson

Gable

Gear

et al. 2012

Learn Disabil Res Pract

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Reading comprehension is a complex skill that places significant demands on students, beginning with elementary school and continuing through the secondary grades. In this article, we provide an overview of possible factors associated with problems in reading comprehension among secondary students with learning disabilities. Discussion underscores the fact that comprehension problems are evidenced by a heterogeneous group of students. We argue that it is important for teachers to align an intervention with a specific area of difficulty (e.g., teaching prefixes and suffixes to increase reading vocabulary). We highlight research‐based interventions advocated by the National Reading Panel and offer ways that teachers can match specific strategies with the individual needs of students with problems in reading comprehension. Finally, we emphasize that whatever strategy is selected, it should be structured, explicit, scaffolded, and intense (Williams et al., 2005).

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Teaching Expository Text Structure to Young At-Risk Learners: Building the Basics of Comprehension Instruction

Cited by 11 publications

References 0 publications

An explanation of reading comprehension across development using models from Cattell–Horn–Carroll theory: Support for integrative models of reading

An explanation of reading comprehension across development using models from Cattell–Horn–Carroll theory: Support for integrative models of reading

Does Compare-Contrast Text Structure Help Students with Autism Spectrum Disorder Comprehend Science Text?

Evidence‐Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities

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