Reading Comprehension Of Expository Texts Research Articles

Key language, cognitive and higher-order skills for L2 reading comprehension of expository texts in English as foreign language students: a systematic review

AbstractThis systematic review addressed the following question: Which are the relations between L1 and/or L2 foundational and upper-level language skills, cognitive skills, high-order cognitive and self-regulation factors and L2-English reading comprehension skills in 11-to-19 year EFL secondary school students with different L1 language profiles? Following preferred reporting items for systematic reviews and meta-analyses guidelines, twenty-seven studies were included for a systematic synthesis of results in the light of the different grades of “family language distance” between L1 and L2-English (i.e., “close related” vs. “partially related” vs. “not related”). We found that several L1 and L2 language skills (e.g., vocabulary, morphological awareness), cognitive skills (e.g., working memory) and high-order factors as metacognitive knowledge were positively associated with L2-English reading comprehension, regardless of different language groups. Conversely, we found that several well-known predictors of text comprehension are neglected in the scientific literature on reading in L2. We discuss practical implications and key recommendations to support school and future research.

Meta-strategic Learning of Structure Strategies in Reading Comprehension of Expository Texts

Meta-strategic learning refers to a mediated construction of knowledge regarding when, why and how to apply a group of strategies for accomplishing cognitive tasks. This study examined the effect of meta-strategic learning of structure strategies on reading comprehension of expository texts by secondary school students under whole-class instruction conditions. The effect of a meta-strategic intervention program was compared to that of a strategic program, which focused on a direct (unmediated) instruction of how to apply each structure strategy separately, and to a control group. Moreover, we explored the role of students’ engagement in class discussions and tasks in meta-strategic learning. Three structure strategies using texts from three school domains were taught during 9 double lessons. Programs’ effectiveness was examined by near- and far-transference reading comprehension tasks, and a strategic knowledge questionnaire given before and after intervention. Findings indicated that both programs were similarly effective in enhancing students’ reading comprehension skills and strategic knowledge. The unique benefits of meta-strategic learning were apparent particularly for high-engaged students in far-transference tasks and for all students in overt application of strategic elements during task completion. More research is required to explore further benefits for meta-strategic learning in small groups and over the long-term.

Does questioning strategy facilitate second language (L2) reading comprehension? The effects of comprehension measures and insights from reader perception

BackgroundExtensive second language (L2) reading research has examined the effects of comprehension strategies on comprehension performance. Often ignored, however, is the potential impact of comprehension measures that differ in cognitive complexity, which might cause potential bias when interpreting the (in)effectiveness of comprehension strategies.MethodWith a total of 54 Chinese learners of English at college in China, this study examined whether the effect of the questioning strategy (answering what and why questions while reading) on L2 reading comprehension of expository texts might vary by comprehension measure (short‐answer and multiple‐choice questions). L2 readers' perception of the questioning strategy was also thematically analysed.ResultsMixed‐effects modelling analyses revealed a significant interaction between the questioning strategy and comprehension measure, controlling for individual‐level differences in first language (L1) reading ability, L2 vocabulary size and topic familiarity. Using the questioning strategy significantly facilitated comprehension measured by short‐answer questions but not multiple‐choice questions. Three themes regarding L2 readers' perception of the questioning strategy were identified: memorising text details, understanding main ideas and disrupting reading fluency.ConclusionEvaluation of comprehension strategies needs to consider comprehension measures differing in response format and cognitive complexity. For positive effect to occur, there needs a match between cognitive processing triggered by a comprehension strategy and cognitive skills demanded to successfully complete a comprehension task.

Specific EF-Related Tasks and Reading in Adolescents With Typical Hearing or a Cochlear Implant

The acquisition of effective reading comprehension for adolescents with a cochlear implant (CI) in inclusive settings is crucial for ensuring the benefit of current traditional reading curricula and instructional practices. Executive functions (EF) are recognized as important cognitive processes during reading by students with typical hearing (TH). This study compared the relationship between EF and reading comprehension in adolescents with TH and a CI. Three tests sessions were performed on two groups of adolescents between 12 and 16 years old (36 with CI and 54 with TH). Reading comprehension was assessed by a standardized reading battery and EF by computerized tests. The results indicated that adolescents with CI perform EF tasks with a similar efficiency as the TH group, but the performance of CI group on expository texts was lower than in TH students. Reading comprehension of expository texts was related to inhibition and shifting in adolescents with CI.

Effects of Prior Topic Knowledge and English Language Proficiency on EFL Reading Comprehension of Two Types of Expository Text

Prior knowledge has been proven to be a very influential factor in the reading comprehension of expository texts. Among diverse domains of expository texts, the significant role of prior knowledge in the L1 reading comprehension of science texts has been reported. To examine the role of prior topic knowledge in the L2 reading comprehension of expository texts, 77 Korean high school students read two types of expository texts: two science texts (i.e., chemistry and physics) and two non-science texts (i.e., music and history). We also measured the students’ prior topic knowledge, English proficiency, and reading comprehension to investigate the interaction between prior topic knowledge and English proficiency. According to our multiple regression analyses, both science topic knowledge (β = .48) and English proficiency (β = .43) were significant predictors of reading comprehension in the case of science texts. Additionally, science topic knowledge (β = .53) was a stronger predictor of reading comprehension for the situation model questions that intend for the higher level of comprehension than for the textbase questions that intend for the propositional level of comprehension (β = .36) when reading science texts. In the case of the non-science texts, music and history topic knowledge was not a significant predictor because the readers had generally low prior topic knowledge. The reading comprehension of non-science texts was dominantly explained by English proficiency. Interestingly, science topic knowledge was a significant predictor of reading comprehension of the non-science texts in the case of textbase questions, but not situation model questions.

Comprensión de lectura de textos informativos de carácter científico en escolares

El presente trabajo tuvo como propósito determinar la contribución de la inteligencia fluida y de funciones ejecutivas tales como la memoria de trabajo, el control inhibitorio y la fluidez verbal, a la comprensión de lectura de textos informativos de carácter científico en escolares. Asimismo, se analizó la contribución de la conciencia sintáctica, en tanto que habilidad metalingüística, a la comprensión de lectura de este tipo de estructura textual. Se utilizó un diseño transversal, exploratorio-descriptivo, de alcance correlacional. La muestra incluyó 175 escolares chilenos de ambos sexos, de 4° y 5º año de educación primaria de dos establecimientos educacionales. Se tomaron medidas de inteligencia fluida, memoria de trabajo, inhibición, fluidez verbal, conciencia sintáctica y comprensión de lectura de textos expositivos. Los resultados muestran relaciones estadísticamente significativas, pero débiles, entre inteligencia fluida, memoria de trabajo, inhibición y comprensión de lectura de textos informativos y relaciones significativas moderadas entre conciencia sintáctica y comprensión de lectura de este tipo de estructura textual.

Reading comprehension in dyslexic schoolchildren after an intervention program.

To develop a Speech-language Pathology (SLP) program and verify its effects on the reading comprehension of dyslexic students. Participants were eleven 4th and 5th-grade Elementary School students, eight boys and three girls, aged 9-11 years, diagnosed with developmental dyslexia. All individuals underwent the therapeutic program, which was composed of 16 sessions divided into four levels of complexity. A text adapted according to the Cloze technique and reading comprehension and orthography tasks were used in each session. The schoolchildren had their reading comprehension assessed pre- and post-program using a text available at the Test of Reading Comprehension of Expository Texts, adapted for application of the structural Cloze technique without support, according to the Evaluation of Reading Comprehension Levels. The participants showed better performance in reading comprehension at the post-program assessment not only in the filling of blanks in the text adapted according to the Cloze technique and in the Responses to Reading Comprehension Questions, but also in the level of reading comprehension achieved. The SLP program improved the reading comprehension performance and increased motivation to reading of dyslexic schoolchildren. Both the Cloze technique and the Reading Comprehension Questions were useful tools to develop and identify changes in the reading comprehension of the students assessed. This study is relevant because it prepared and verified the effects of a specific remediation program for schoolchildren with dyslexia by proposing the use of texts adapted according to the Cloze technique combined with other various tasks of reading comprehension and orthography.

The Relationship between Oral Narrative Production and Expository Text Comprehension of Fifth-Grade Students

The purpose of the present study is to determine if there is a relationship between oral narrative production and the reading comprehension of expository text. The researcher measured both overall and component scores for expository text comprehension and oral narrative production ability of 40 typically-developing fifth grade students. Findings included a moderate correlation between overall expository comprehension and oral narrative production. A significant linear regression indicated that oral narrative production and background knowledge accounted for 18.9% of the variance in expository comprehension. Lastly, significant differences were found in the means of overall oral narrative production, narrative elements, and oral narrative in the single-scene picture condition between the low and high comprehension groups. An implication of this research is that classroom teachers could explore using an oral narrative-based intervention to improve the expository text comprehension of their fifth-grade students.

THE APPLICATION OF COOPERATIVE LEARNING: JIGSAW II TECHNIQUE IN IMPROVING STUDENTS’ READING COMPREHENSION OF EXPOSITORY TEXT

The research was conducted to find out whether or not the use of Jigsaw II technique improves the reading comprehension significantly better than the use of the conventional method of the eleventh grade students of SMA Negeri 8 Takalar, it covered students’ literal comprehension, inferential comprehension and critical comprehension of expository text and whether or not the students are interested in the use of Jigsaw II technique in learning reading of expository text. This research method employed was quasi-experiment. The research data were obtained through the test and questionnaire which were analyzed by SPSS 17.0 program. Data of test were analyzed using T-test to know students’ reading comprehension in terms of literal, inferential, and critical of expository text. Data of the questionnaire were analyzed by using descriptive statistics to see the students’ interest in joining the reading class of expository text through Jigsaw II technique. The research findings indicated that (1) Jigsaw II technique gave a higher contribution to the students’ reading comprehension of expository text. The mean score of pretest of the experimental and control group was significantly different after treatment by using Jigsaw II technique. The mean score of posttest of the experimental group was higher than the control group (84.16 > 62.91). Thus, the use of Jigsaw II technique was effective. Besides, all the three levels of comprehension improved after doing treatment; the literal comprehension got the highest improvement was 92.19>76.69. It was followed by inferential comprehension which got 83.75>66.25, and critical comprehension which got76.56 > 42.81.

Supporting secondary school students' reading comprehension in computer environments: A systematic review

AbstractThis systematic literature review analysed the content, focus, provision, and effects of support (scaffolds) in computer environments with regard to secondary school students' reading comprehension outcomes. The relevant search terms yielded many hits (period 2000–2017); however, intervention studies regarding reading comprehension of expository texts in computer environments seemed to be rather scarce. A careful analysis of these studies revealed that most of them provided cognitive support and some provided metacognitive support. Almost all studies focused on learning products, half of them in combination with learning processes. Most studies provided support in the form of statements, often provided during the task. Both cognitive and metacognitive scaffolds in computer environments produced a positive effect on reading comprehension outcomes. However, only one of the studies provided students with motivational scaffolds. Because the details of the design and content of the scaffolds used in all studies often remained unclear, it was difficult to determine the effectiveness of specific characteristics of scaffolds in computer environments. It is suggested that researchers should be more careful and comprehensive in designing and reporting on research in this area. Recommendations for future research and practical implementations of computer environments are presented.

Reading Comprehension of Expository Texts in School-Aged Children according to Text Structure and Question Type

배경 및 목적: 본 연구에서는 학령기 아동을 대상으로 설명글의 구조 및 질문유형에 따른 읽기이해 특성을 살펴보고자 하였다. 방법: 연구대상은 2학년 16명, 4학년 19명, 6학년 19명을 대상으로 총 54명이었다. 연구절차는 설명글 구조유형(비교/대조, 과정, 분석, 원인/결과, 나열, 설득) 및 질문 유형(설명 대상에 대한 이해, 세부정보에 대한...

日本人英語学習者が説明文の読解発問の解答にたどり着くプロセスについて(理論研究・実証研究,中部地区英語教育学会第41回(福井)大会)

日本人英語学習者が説明文の読解発問の解答にたどり着くプロセスについて(理論研究・実証研究,中部地区英語教育学会第41回(福井)大会)

Fluency and Comprehension of Expository Texts in Turkish Students in Grades Four through Eight

The present study attempted to extend knowledge of the role of reading fluency in contributing to reading comprehension of expository texts among Turkish students in grades four through eight. One hundred students at each grade level were administered assessments of two measures of reading fluency, word recognition automaticity and prosody, and silent reading comprehension. Word recognition automaticity was found to be a significant predictor of comprehension at all grade levels tested. Prosody predicted comprehension at all grades levels as well except for grades 4 and 5. Regression analyses at each grade level indicates that, except for grades 4 and 5, word recognition automaticity and prosody together contribute to the prediction of reading comprehension. The magnitude of fluency’s prediction of comprehension ranged from approximately a quarter to a third of the variance in comprehension. The results are discussed in terms of policy and instructional changes that may be considered in reading instruction for Turkish students.

Regulación emocional y habilidades académicas: relación en niños de 9 a 11 años de edad

Academic skills are a specific component of academic success, and many factors influence their acquisition and consolidation. One of these factors is the ability to emotionally regulate distress tolerance, as defined by the ability to withstand negative emotional states in pursuit of a goal. This paper undertook to analyse the relationship between distress tolerance and reading comprehension and mathematical computations in 107 primary school children aged 9 to 11. The results showed that distress tolerance was a significant predictor of reading comprehension of expository texts and mathematical computations, albeit not so for reading comprehension of narrative texts. Distress tolerance is likely to be a relevant factor for academic success in several domains.

Rigor or Restriction: Examining Close Reading With High School English Language Learners

English language learners (ELLs) are the fastest growing student subgroup in the United States, and public schools have the challenging task of teaching ELLs both English language and academic content. In spite of the attention given to improving outcomes for ELLs, the achievement gap between ELLs and native English speakers persists, especially in reading. Currently, 43 states have adopted the Common Core State Standards (CCSS; National Governors Association Center for Best Practices & Council of Chief State School Officers, ) for language arts and English curriculum (Achieve, 2013). To address achievement gaps in reading, CCSS recommend a close reading procedure that involves repeated readings of a single complex text to increase student reading comprehension of expository texts. In this pilot study, the researchers examined the appropriateness of close reading procedures prescribed by CCSS for ELLs. Six high school ELLs participated in two units of study in an English as a second language U.S. history class that implemented close reading procedures. The researchers found no evidence of either improved reading comprehension or U.S. history content knowledge. The participants also reported a loss of motivation to read after participating in close reading.

Intervention to Improve Expository Reading Comprehension Skills in Older Children and Adolescents with Language Disorders

With the recent renewed emphasis on the importance of providing instruction to improve expository discourse comprehension and production skills, speech–language pathologists need to be prepared to implement effective intervention to meet this critical need in older children and adolescents with language disorders. The purpose of this review article is to present intervention techniques, approaches, and strategies for facilitating expository reading comprehension skills in older children and adolescents with language disorders, as reported in the research literature. Evidence supports both content and strategic approaches to facilitating reading comprehension of expository text in these students.

Enhancing Reading Comprehension of Expository Texts in English among Students with Learning Disabilities: Main Findings

This study is a mixed method action research. It examined whether an intervention program which focused on a concrete approach to reading had enhanced the learners’ reading comprehension achievements and their academic self-efficacy consequently. The participants are 40 young adult students with learning disabilities. It showed a significant improvement in reading comprehension achievements among most learners although the rate of change among the weaker readers was slightly greater. Similarly, learners’ academic self-efficacy was significantly higher at the end of the intervention program. The researcher concluded that a longer period was required to maximize the potential of this intervention program.

Fostering reading comprehension of expository texts through the activation of readers’ prior knowledge and inference-making skills

The importance of being able to critically read expository texts cannot be overstated. It is, therefore, fundamental to identify evidence-based classroom practices that can help one with this. Among higher-order skills, prior knowledge and inferences are considered the most important predictors of reading comprehension. Unfortunately, however, few reading comprehension interventions specifically address the multidimensional nature of prior knowledge and inference-making skills. In this study, an intervention designed to activate prior knowledge during reading comprehension was used to test inference-making skills and metacognition. One hundred and sixty-six secondary schools students participated in the study. Both control and experimental groups had improved reading comprehension, however the intervention based on prior knowledge activation resulted in better reading comprehension, metacognitive and inference-making processes.

Effect of Modes of Video Presentation of Metacognitive Strategies on Secondary School Students' Achievement in Reading Comprehension in North Central Nigeria

Many senior secondary school students struggle with reading comprehension of expository texts in Nigeria, leading to mass failure in the Senior School Certificate Examinations conducted by the West African Examination Council (WAEC). Research on improving reading comprehension has dwelt on isolated reading strategies taught the learners through the conventional lecture method. No study has explored the effect of video-based training on metacognitive strategies and verbal ability on students’ achievement in reading comprehension. This study, therefore investigated the effect on achievement in reading comprehension of three modes of video instruction in metacognitive strategies of senior secondary school students in North Central zone of Nigeria. It also examined the main and interaction effects of verbal ability level, gender and treatments on achievement in reading comprehension. The study used a quasi-experimental post-test only equivalent group design. Three secondary schools were selected from three States in the North Central geo-political zones in Benue, Nasarawa and Kogi States. In each of the three schools, a total of 120 senior secondary school (SS II) students of both sexes were randomly sampled and assigned to three experimental groups and a control group. The study was guided by five hypotheses which were tested at p

Reading Instruction in Science for Students With Learning Disabilities

As a growing number of students with learning disabilities (LD) receive science instruction in general education settings, students with LD continue to perform significantly lower than their non-disabled peers. The shift from textbook-driven instruction to inquiry-based approaches to science learning supports students who struggle with reading. However, research continues to show that for students to fully access the science curriculum, it is critical to address effective ways to increase reading comprehension of expository science text. This meta-analysis identified 20 studies from 12 articles that evaluated the efficacy of such interventions. Effect sizes were calculated for each study. Across all studies, a mean effect size (ES) of 0.98 was obtained. Findings align with past research on reading comprehension of expository text indicating that students with LD benefit from explicit vocabulary instruction (ES = 1.25) and the use of multicomponent interventions (ES = 0.64) when reading science-related material.