TEACHING COMPREHENSION: EXPOSITORY TEXT

Dutch Journal of Applied Linguistics, 2019

The present study examined whether ten motivations to read expository texts moderated the effects of cognitive skills on eighth graders’ expository text comprehension, while accounting for the main effects of cognitive skills. Furthermore, it was examined whether the effect of motivational dimensions on expository text comprehension differed between monolingual and bilingual Dutch students, and between poor and good readers. Hundred fifty-two eighth graders took tests measuring their expository text comprehension, sentence reading fluency, linguistic knowledge, metacognitive knowledge and motivations to read expository texts. None of ten motivational aspects did moderate the effect of cognitive skills on expository text comprehension. Furthermore, there were no differences between monolingual and bilingual Dutch students, or between poor and good readers, in terms of the relationship between motivational dimensions and expository text comprehension. Differences between our findings ...

Journal of Adolescent & Adult Literacy, 2010

2015

Reading course in university level is supposedly designed to promote EFL students’ reading comprehension skills and strategies, in order to assist them in comprehending information as delivered by reading text. However, it is considered that EFL students often face have difficulties in comprehending English text, specifically English expository text. Therefore, appropriate model for teaching expository text comprehension for the students who experience difficulties in comprehending expository text is highly needed. Appropriate comprehension instructions, such as questioning and analyzing text structure, should become the focus of teaching reading to students to achieve this main goal of reading course objective. If these instructions are combined with video, under the framework of experiential learning theory, students will have rich experiences in promoting their reading comprehension skills and strategies. This article discusses the possibility of integrating video in reading cour...

The Reading Teacher, 2011

Instructional Science, 2010

This experimental study examined students’ comprehension of challenging, ecologically valid, history text. We examined the benefits of the elaborative interrogation (EI) comprehension strategy and the main idea (MI) strategy when compared to an independent study (IS) control. This work extended previous research and explored the ecological validity, generalizability, and utility of EI as an effective comprehension strategy. Dependent measures included a matching test, text-explicit recognition items, text-implicit recognition items, and a situational interest measure. Demographic data were collected for descriptive purposes and prior domain knowledge was used as a control variable. Findings indicated few differences between the MI and EI comprehension strategies in learning outcomes. Additional results, however, suggested potential for the EI strategy to increase interest when students have prior knowledge of the text topic.

Reading Research Quarterly, 2017

This meta-analysis synthesizes results from expository text structure interventions designed to increase comprehension for students in kindergarten to grade 12 published between 1970 and 2013. Twenty-one studies were identified, 19 of which met criteria for a meta-analysis, including 48 studywise effect sizes that were meta-analyzed to determine (a) how effective expository text structure interventions are in improving comprehension and (b) what features of expository text structure interventions (e.g., number of text structures taught, type of implementer) are associated with improved comprehension outcomes. A random-effects analysis yielded a significant mean effect of .95 overall and a significant mean effect of 1 for researcherdeveloped comprehension measures. Moderator analyses indicated significant differences in student comprehension outcomes, favoring researchers as implementers, 11-20 hours of interventions, one or two text structures taught, and students in the elementary grades. Instructional features of expository text structure interventions and implications for research and practice are discussed. I n 2010, the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) outlined the Common Core State Standards Initiative in an effort to improve students' college-and careerreadiness skills. To meet these Standards, students are expected to read expository text as early as kindergarten. Throughout the elementary grades, the Common Core focus on expository text is equal to narrative text (NGA Center & CCSSO, 2010). In secondary schools, however, the Common Core prioritizes reading expository text over narrative text. Comprehension of expository text is also essential to demonstrate student proficiency on the National Assessment of Educational Progress (NAEP) reading assessment, which reflects the increasing proportion of expository text to narrative text as students advance in grades. One intervention strategy for comprehending expository texts that has received a great deal of attention is teaching students to recognize expository text structures (

1980

The final report of the project that concentrated on the expository language found in content-area textbooks begins with an overview of the project, including rationale, significance, and goals. These goals were to (1) deecribe how high school students and ' their teachers used their textbooks, (2) describe afid analyze the nature of expository texts, (3) examine the influence of 4 *

Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP, 2020

This collaborative classroom action research (CAR) which was assembled in two cycles aimed at describing the implementation of questioning technique in improving the students’ comprehension skills on expository text. The procedures of instruction involve four steps namely (1) explaining and brainstorming; (2) grouping and discussing; (3) leading; and (4) concluding and presenting. The finding which supported by data on the teaching-learning process shows that the percentage of the students who get greater than or equal to 20 point at the first test is 59.5 % and 80 % in the second test. Accordingly, with 70 % of the participants get 20 point in the set-up criteria of success, it concluded that such technique is still outstanding in improving the students’ comprehension skills on expository texts type.

Intervention in School and Clinic, 2014

To graduate from high school and become competitive in the workplace and other postsecondary endeavors, adolescents are required to meet rigorous standards, such as the Common Core State Standards. To meet such standards, teachers must teach students to read and make sense of increasingly complex content-area expository text. Secondary teachers, however, face several challenges that make it difficult to prepare students adequately to read and comprehend content-area text. In this article, a practical evidence-based reading strategy instructional routine to enhance adolescent students’ comprehension of expository text is presented.

– Proficient readers exhibit certain qualities and use certain strategies in developing proficiency. Reading strategies are essentials of efficient reading. Students at any educational level need to be instructed and empowered with these effective reading strategies. The present research investigated the type and amount of strategy use by proficient and non-proficient readers. There were 50 tertiary students attending the current research. A strategy-training program was conducted for six weeks, two sessions each week. After the intervention program was accomplished, data was analyzed in order to find out the effectiveness of the program. Results revealed that there was a strong positive relationship between students' reading proficiency and their ability to apply reading strategies. Furthermore, Results revealed a significant difference between proficient and non-proficient readers in applying strategies.