Effects of Explicit Instruction in Text Structure and the Use of Graphic Organizers in Students Reading Expository Text that have High Fluency Rates but Low Comprehension Rates

Emily Marie Bremmer

Abstract

This study documents the effects of explicit instruction in text structure and the use of graphic organizers in students reading expository text that have high fluency but low comprehension rates. During the explicit instruction in the use of graphic organizers the teacher scaffolds the understanding of expository text, text structure, signal words, and graphic organizers (Hall, Sabey, & McClellan, 2005). Research indicates that explicit instruction in text structure and the use of graphic organizers when teaching expository text structures is a factor in increasing comprehension in students with low comprehension rates. An action research was designed for four students with high fluency but low comprehension rates. The students participated in an intervention containing an expository text experience including prompts to be aware of different types of text structure, signal words, and the use of graphic organizers for recall and the generation of written responses. The findings of the action research indicate that instruction in text structure and graphic organizers play an important role in the understanding of expository text in students with low comprehension rates.