An Analysis of the Ecological Components within a Text Structure Intervention

Autor/inn/en	Beerwinkle, Andrea L.; Wijekumar, Kausalai; Walpole, Sharon; Aguis, Rachael
Titel	An Analysis of the Ecological Components within a Text Structure Intervention
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 31 (2018) 9, S.2041-2064 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-018-9870-5
Schlagwörter	Reading Instruction; Reading Skills; Textbooks; Knowledge Level; Text Structure; Skill Development; Teaching Methods; Intervention; Reading Comprehension; Knowledge Base for Teaching; Textbook Content; Influences + Suchen Sie Ihr Suchwort? Leseunterricht; Reading skill; Lesefertigkeit; Textbook; Text book; Schulbuch; Lehrbuch; Wissensbasis; Textstruktur; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Leseverstehen; Teaching theory; Theory of teaching; Unterrichtstheorie; Lehrbuchtext; Influence; Einfluss; Einflussfaktor
Abstract	The Component Model of Reading expanded upon the Simple View of Reading by adding an ecological and psychological component. Elements of the ecological component include teacher knowledge, information provided in textbooks, and teacher instructional practices. In this study, the authors examined the extent of teacher knowledge about text structure, the extent to which textbooks focused on text structure related skills and strategies as well as the percentage each skill and strategy was covered in lessons and teacher instructional practices. Such analysis shows that although text structure interventions may have positive effects on student reading comprehension, there are multiple elements of the ecological component that may be counteracting the benefits of the intervention. First, teachers have a limited knowledge of the five common text structures. Second, textbooks systematically minimize text structure instruction and only cover comprehension skills and strategies sporadically throughout a year-long curriculum. Third, teacher learning of text structures and change in practice was moderated by these ecological factors including textbook scheduled instruction and administrator support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01