Expository Text Comprehension in the Primary Grade Classroom

Autor/inn/en	Williams, Joanna P.; Hall, Kendra M.; Lauer, Kristen D.; Stafford, K. Brooke; DeSisto, Laura A.; deCani, John S.
Titel	Expository Text Comprehension in the Primary Grade Classroom
Quelle	In: Journal of Educational Psychology, 97 (2005) 4, S.538-550 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Primary Education; Grade 2; Reading Comprehension; Text Structure; Reader Text Relationship; Conventional Instruction; Instructional Materials; Program Effectiveness + Suchen Sie Ihr Suchwort? Primarbereich; School year 02; 2. Schuljahr; Schuljahr 02; Leseverstehen; Textstruktur; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	This study investigates the effectiveness of an instructional program designed to teach 2nd graders how to comprehend compare-contrast expository text. Along with introducing new content (animal classification), the program emphasizes text structure via clue words, a sequence of questions, and a graphic organizer, and via the close analysis of specially constructed exemplar paragraphs. The authors compared the program with (a) more traditional instruction that focused only on the new content and (b) a no instruction control; 128 7- and 8-year-olds participated. Classroom teachers provided the instruction. The program improved students' ability to comprehend compare-contrast texts. Students were able to demonstrate transfer to uninstructed compare-contrast texts though not to text structures other than compare-contrast. Moreover, the text structure instruction did not detract from their ability to learn new content. The results provide evidence, heretofore lacking, that explicit instruction in comprehension is feasible and effective as early as the 2nd grade. (Author).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10