Date of Award
Graduate Field Experience
Master Of Arts In Language And Literacy
Colleges & School
College Of Education And Leadership
Library of Congress Subject Heading
Exposition (Rhetoric); Reading disability
This study examined comprehension effects of explicitly teaching expository text structures to four Caucasian male students in a sixth grade general education classroom in a rural Minnesota town. The criteria to participate in the study required participants to possess a learning disability or have been identified as an at-risk reader by standardized testing data. The researcher used leveled expository text passages from Leslie and Caldwell's (2010) Qualitative Reading Inventory – 5 as pre- and post-assessments to gauge growth. The researcher guided the students through a five-week intervention focusing on a new nonfiction text structure each week. The nonfiction text structures that were covered included: Goal/Action/Outcome, Problem/Solution, Concept/Definition, Cause/Effect, and Proposition/Support. The results of the study showed all four students exhibiting a two or three level growth in their nonfiction instructional reading levels throughout the intervention. The results of the study paralleled the findings of similar research on the benefits of expository text structure training.
Weyers, Matthew J., "Effect of explicitly teaching expository text structure to learning disabled and at-risk readers" (2012). Master's Theses, Capstones, and Projects. 341.
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