Helping Students "Do School": Examining the Impact of Understanding Text Organization on Student Navigation and Comprehension of Textbook Content

Autor/inn/en	Scott, Deborah Beth; Dreher, Mariam Jean
Titel	Helping Students "Do School": Examining the Impact of Understanding Text Organization on Student Navigation and Comprehension of Textbook Content
Quelle	In: Reading Psychology, 43 (2022) 1, S.1-39 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scott, Deborah Beth) ORCID (Dreher, Mariam Jean)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2021.1939819
Schlagwörter	Textbook Content; Grade 6; Social Studies; Comprehension; Organization; Textbooks; Rhetoric; Intervention; Program Effectiveness; Academic Language; Language Acquisition; Social Influences; Interaction; Language Usage; Student Characteristics; Middle School Students; Socioeconomic Status; Visual Aids; Middle School Teachers + Suchen Sie Ihr Suchwort? Lehrbuchtext; School year 06; 6. Schuljahr; Schuljahr 06; Gemeinschaftskunde; Verstehen; Verständnis; Organisation; Organisationsstruktur; Textbook; Text book; Schulbuch; Lehrbuch; Rhetorik; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Sprachaneignung; Spracherwerb; Sozialer Einfluss; Interaktion; Sprachgebrauch; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Socio-economic status; Sozioökonomischer Status; Anschauungsmaterial; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	As students proceed through school, they are expected to comprehend complex texts but may not have the necessary competencies to do so. This study examined the impact of teaching text organization of lengthy social studies textbook passages on student comprehension of the content contained there. Over a 10-week period, 205 sixth-grade students received either routine social studies instruction or instruction on identifying rhetorical patterns used to organize textbook content and on constructing graphic representations of that content. The effectiveness of the intervention was measured by comparing graphic representations and written summaries generated by participants before and after instruction. A mixed between-within subjects ANOVA showed a statistically significant interaction between time and treatment on graphic representation and written summary scores for the intervention group indicating that explicit instruction in rhetorical patterns facilitates recognition of key information and supporting details in text. Implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01