Comparative Signaling Generated for Expository Texts by 4th-8th Graders: Variations by Text Structure Strategy Instruction, Comprehension Skill, and Signal Word.

摘要: Explicit signals of important relationships in expository texts can provide efficient processing instructions for readers with strategic knowledge about text structures. However, such signal words do not help without use structures and words. This study provided the first detailed investigation effects structure strategy instruction on understanding several types comparative multi-paragraph texts. The study, set 41 school districts, examined four generated by three groups reading comprehenders Grades 4, 5, 7, 8 how understandings were impacted strategy. Students classrooms randomly assigned to showed more than those business as usual control. intervention aided 4th, 5th, 7th graders’ generation all words, but so difficult signaling that transitioned between paragraphs. For Grade 4 helped some comprehension others depending word difficulty. increased easiest word. Males 5 using web-based improved their females, females comparison its appear ideal targets at upper elementary middle school. findings have implications classroom