Text Structure Strategy for Expository Reading Comprehension: Case Study With an Adolescent With Noonan Syndrome

Abstract

Purpose This article describes the implementation of a text structure strategy approach to reading comprehension intervention to improve comprehension of expository texts for an adolescent with Noonan Syndrome and a history of developmental language disorder and reading disability. Method The text structure intervention program was created for a feasibility study with adolescents who have language and literacy disorders. In the present case study, we investigated whether it was possible to improve expository text comprehension in a client with Noonan Syndrome and a history of significant needs in literacy. The text structure program leveraged the participant's progressive knowledge and awareness of specific text structures and structure signal words for improved comprehension of compare-contrast texts. The participant attended 60-min sessions twice weekly for three weeks at a university clinic. Results The participant demonstrated an increase in signal word identification as well as compare-contrast text comprehension. Conclusions This preliminary case study demonstrates that a short-term, explicit text structure strategy intervention is feasible for treatment of reading comprehension difficulties. This study also provides support for future text structure research with adolescent language and literacy deficits secondary to medical complexities.