Date of Award

7-2-2013

Document Type

Graduate Field Experience

Degree Name

Master Of Arts In Language And Literacy

Colleges & School

College Of Education And Leadership

First Advisor

Michael Flaherty

Library of Congress Subject Heading

Exposition (Rhetoric); Reading comprehension

Abstract

In an extension of research on the effectiveness of explicit instruction to increase student comprehension (Williams, 2005), the present study examined the role of text structure awareness in the recall of content related information of two expository text types: cause-and-effect and compare-and-contrast. The researcher hypothesized that explicit instruction on text structure awareness would increase fifth grade students' comprehension of social studies texts. Twenty-seven fifth graders participated in this study. Data collection and analysis focused on the participants' main idea summaries of social studies text, content area quizzes, and informal reading inventory. The results revealed that explicit modeling of text structure awareness, the use of visual representations, and a release of responsibility, increased students' recall of information within a social studies text. However, the results did not indicate a significant difference in overall comprehension of expository texts with other types of text structures. Finally, recommendations for further research were presented.

Rights

Open Access

OCLC Number

854768307

Is this full-text open access?

1

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