Promise and Feasibility of Teaching Expository Text Structure: A Primary Grade Pilot Study

Autor/inn/en	Al Otaiba, Stephanie; Connor, Carol McDonald; Crowe, Elizabeth
Titel	Promise and Feasibility of Teaching Expository Text Structure: A Primary Grade Pilot Study
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 31 (2018) 9, S.1997-2015 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Al Otaiba, Stephanie) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-017-9769-6
Schlagwörter	Text Structure; Teaching Methods; Kindergarten; Grade 1; Grade 2; Preschool Children; Elementary School Students; Vocabulary; Comprehension; Intervention; Writing Strategies; Small Group Instruction; Program Effectiveness; Skill Development; Writing Skills; Oral Language + Suchen Sie Ihr Suchwort? Textstruktur; Teaching method; Lehrmethode; Unterrichtsmethode; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Wortschatz; Verstehen; Verständnis; Schreibtechnik; Kompetenzentwicklung; Qualifikationsentwicklung; Writing skill; Schreibfertigkeit; Oral interpretation; Mündlicher Sprachgebrauch
Abstract	Research to guide text structure interventions for the primary grades is very limited, yet as early as in kindergarten, many state standards increasingly emphasize exposure to challenging expository texts. The purpose of the present study was to provide preliminary evidence of the feasibility and promise (or the effects) of three brief text structure interventions for kindergarten, first, and second graders who had average to low-average comprehension and relatively weak vocabulary skills. A total of 172 students participated (with 52, 62, and 58 in kindergarten, first and second grades, respectively). Students were randomly assigned within classrooms to one of three conditions: sequencing, compare and contrast, or cause and effect. Interventionists provided the interventions for four weeks to small groups of students. The findings demonstrated significant growth for all conditions on the taught text structure items of a researcher-made measure; significant growth was also reported on standardized measures of comprehension and oral language measures in the compare and contrast and cause and effect conditions, but not for sequencing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01