The Effects of Text Structure Instruction on Middle-Grade Students' Comprehension and Production of Expository Text

Taylor, Barbara M.; Beach, Richard

doi:10.2307/747358

Cited by 225 publications

(150 citation statements)

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“…Freedle et Haie (1979), pour leur part, ont obtenu des résultats positifs en vérifiant la possibilité du transfert, par des enfants de cinq ans, d'une structure narrative pour la compréhension d'un texte informatif. Taylor et Beach (1984) ont observé chez des adolescents une plus grande facilité à comprendre les textes narratifs par rapport aux textes informatifs.…”

Section: Les Taxonomiesunclassified

“…Le résumé peut revêtir une forme plus ou moins raffinée selon le niveau de l'élève. Taylor et Berkowitz (1980), puis Taylor et Beach (1984) ont expérimenté le procédé avec des élèves de 6 e et 7 e années. Dans le cas des élèves de 6 e , il leur était seulement proposé d'écrire une phrase correspondant à chaque paragraphe; quand à ceux de 7 e année, ils devaient exprimer l'idée principale du texte en deux phrases, puis les idées principales de chaque paragraphe.…”

Section: Le Résuméunclassified

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L’utilisation de la structure textuelle pour la lecture des textes documentaires au primaire

Boyer

2009

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RésuméL’auteur met en relation la situation de la didactique de la lecture et l’état de la recherche américaine sur la structure des textes non narratifs. Il en ressort que la connaissance et l’utilisation de la structure générale d’un texte semblent jouer un rôle significatif dans la compréhension en lecture. Suit un exposé des procédés et techniques expérimentés jusqu’à ce jour en vue de vérifier l’efficacité en salle de classe des modèles de lecture et des taxonomies textuelles élaborées par les psychologues et les linguistes.

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Section: Les Taxonomiesunclassified

Section: Le Résuméunclassified

L’utilisation de la structure textuelle pour la lecture des textes documentaires au primaire

Boyer

2009

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“…First, publishers ought to be aware that there is accumulating evidence that students' main idea comprehension can be enhanced when a few relatively simple guidelines are followed when rewriting exposition in content textbooks. Second, teachers ought to be aware that, in the absence of more considerate content texts, some form of instructional intervention (e.g., Baumann, 1984;Taylor & Beach, 1984;Williams, in press;Williams et al, 1983) will be necessary to improve students' main idea comprehension of expository prose.…”

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confidence: 99%

“…Baumann (1984) found that sixth-grade students taught according to a direct instruction paradigm were more skillful at comprehending explicit and implicit main ideas at the paragraph and short passage level than students who received basal reader lessons and students serving as controls. Hare and Borchardt (1984) reported success in teaching low-income, minority high school students to construct summaries, and Taylor and Beach (1984) were similarly successful in teaching seventh-grade students to construct hierarchical summaries for expository textbook passages. Williams and her colleagues (Williams, in press;Williams, Taylor, Jarin, & Milligan, 1983) reported success in teaching middle-school learning disabled students to improve their ability to recognize and produce main ideas for short, expository paragraphs.…”

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Effect of Rewritten Content Textbook Passages on Middle Grade Students' Comprehension of Main Ideas: Making the Inconsiderate Considerate

Baumann

1986

Journal of Reading Behavior

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This study sought to determine if content area textbook passages could be rewritten such that middle grade students' main idea comprehension ability was enhanced. Excerpts from fifth-grade science textbooks were read by fifthgrade students in one of two versions: (a) an original (inconsiderate) version in which main ideas were frequently implicit, those main ideas that were explicitly stated in the text were not always prominent (i.e., placed initially) in paragraphs and passages, and there were few, if any, headings or typographical aids to cue main ideas, or (b) a rewritten (considerate) version in which all main ideas were explicit in the text and typed in italic, each main idea appeared at the beginning of the text unit, and headings cued main ideas. Several recognition and recall items assessed students' ability to identify and generate main ideas at both the paragraph and passage levels. Results revealed that after reading the rewritten text versions, some students were able to compose significantly more passage main ideas, and all students were able to compose significantly more paragraph main ideas. Groups did not differ on a main idea recognition task. Additional data from a series of questions which required the students to compare original and rewritten versions of the science texts tended to support the finding that content area selections rewritten to make them more considerate improves students' main idea comprehension.

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“…Most of the research on written response to reading has investigated writing summaries of texts (Bean & Steenwyk, 1984;Bretzing & Kulhavy, 1979;Bromley, 1985;Doctorow, Wittrock, & Marks, 1978;Hare & Borchardt, 1984;Taylor & Beach, 1984). Several studies have investigated writing questions about text content (Andre & Anderson, 1978;Collins, Gentner, & Rubin, 1980;Duell, 1974Duell, , 1978Knapczyk & Livingston, 1974;Prosser, 1974).…”

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The Potential for Directing Study in Combined Reading and Writing Activity

Hayes¹

1987

Journal of Reading Behavior

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An experiment investigated the memorial effects of three different writing tasks and worksheet exercises assigned as study activities to accompany reading. High school boys and girls read and recalled a pretreatment target text and then read a sequence of topically related passages and reacted to each by paraphrasing, formulating questions, comparing and contrasting, or completing matching exercises on worksheets. Afterward, the students again recalled the target text. A comparison of information given in retelling the target text before and after performing the study tasks indicated that quality of inferences differed according to assigned writing task. Writing questions and compare-contrast statements resulted in the generation of significantly more new information, and writing questions resulted in the recall of proportionally more superordinate information. The results are explained as stemming from the organizing requirements of writing.A growing body of literature in education and psychology advocates combining writing with reading as a profitable study technique. Beach and Bridwell (1984), Flower (1979), Kintsch and van Dijk (1978), Page (1974), and others argue that, when combined with reading, writing fosters the identification of significant information in a text and encourages reflection on that information as it is organized into a coherent written response. Wittrock (1983) asserts that writing generates relations among the parts of a text and between a text and its reader's experience. Eanet and Manzo (1976) and Odell (1980) further claim that by varying the writing task in response to reading, a teacher can exercise control over the way students think about the content of a text.

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The Effects of Text Structure Instruction on Middle-Grade Students' Comprehension and Production of Expository Text

Cited by 225 publications

References 3 publications

L’utilisation de la structure textuelle pour la lecture des textes documentaires au primaire

L’utilisation de la structure textuelle pour la lecture des textes documentaires au primaire

Effect of Rewritten Content Textbook Passages on Middle Grade Students' Comprehension of Main Ideas: Making the Inconsiderate Considerate

The Potential for Directing Study in Combined Reading and Writing Activity

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