Abstract
Abstract The present study was designed to investigate the effects of classroom instruction on good and poor readers’ use of description and comparison top‐level structures for signalled and non‐signalled passages. The subjects were 52 tenth grade students, 20 good and 32 poor readers, who were randomly assigned to treatment or control conditions within regular classroom settings. Training, provided by the English teacher on four consecutive days, included the use of description and comparison top‐level structures. All subjects were tested on the fifth day using a written recall task for signalled and non‐signalled forms of comparison and description passages. Analysis of variance showed significant differences between good and poor readers on all measures; between treatment and control poor readers for use of structure and signalling; and between description and comparison passages for poor readers in both conditions. It was concluded that training in a natural instructional setting can improve poor read...
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