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

Abstract

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.

The impact of adaptive computer assisted instruction on reading comprehension: Identifying the main idea

“…Students in the treatment group, who were explicitly taught to synthesize details into main idea statements about the general topic, made significantly more improvement than students in the control group. Other researchers have found similar positive results for this type of main idea instruction, including with students who have diagnosed reading disabilities (Boudah, 2014; O'Connor et al, 2017; Sulak & Güneş, 2017; Van Den Broek et al, 2003).…”

“…Consistent with the study's hypothesis, students who engaged in DC demonstrated statistically significant higher posttest scores on the main idea assessment than students in the control group. This finding was expected given that adaptive CAI programs has significantly improved a wide variety of literacy skills (Council III et al, 2016; Schechter et al, 2015; Shamir et al, 2017, 2018; Y. Wang, 2016) as well as that the DC program was grounded in a research‐based approach to main idea instruction (e.g., Boudah, 2014; Sulak & Güneş, 2017; Williams et al, 1983). This study's findings extends the success of adaptive CAI to main idea skills, which had not previously been tested.…”

“…Students with high levels of comprehension use these skills to understand and remember the things they read (Afflerbach et al, 2008; Edmonds et al, 2009). Poorer comprehenders are significantly less strategic (Muijselaar & de Jong, 2015; Sulak & Güneş, 2017) and have trouble processing both inferential and literal information (Cain et al, 2001). Therefore, providing systematic and explicit comprehension instruction to these students is critical (Hebert et al, 2016; Muijselaar & de Jong, 2015).…”

Developing Summarizing Skills in 4th Grade Students: Intervention Programme Effects

“…We expanded previous studies in this field with some important aspects. First, there were only a few studies to explore the "pure" effects of the summarizing strategy, because it was usually developed in combination with other strategies (Sulak & Güneş, 2017). Second, the effects of summarizing training were most often studied in students with reading comprehension difficulties (Brown & Palincsar, 1984) or in students with learning disabilities (Solis et al, 2011), but not in a normative population -on all students of a classroom, which was the case in our study.…”

Potret kesiapan guru sekolah dasar dan manajemen sekolah dalam menghadapi asesmen nasional

“…Akan tetapi, seorang pembaca yang baik juga perlu paham bahwa setiap teks, baik teks fiksi maupun teks informasi, pasti memiliki struktur mikro dan makro. Pada level mikro, struktur teks dikenal sebagai pembentukan arti kata, klausa dan kalimat, sedangkan pada level makro, struktur ini mencakup arti paragraf, bagian terpenting dari paragraf ataupun keseluruhan isi wacana, dan termasuk juga struktur organisasi paragraf (Sulak & Güneş, 2017). Ketika proses memahami bacaan dilakukan, seorang individu akan mendalami kedua struktur tersebut sambil menerapkan background knowledge ini.…”