Article2007

Teaching Cause—Effect Text Structure Through Social Studies Content to At-Risk Second Graders

Joanna P. Williams · Abigail M. Nubla-Kung · Simonne Pollini · K. Brooke Stafford · Amaya Garcia · Anne Elizabeth Snyder

105 citations0/0 files storedJournal of Learning Disabilities

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Reading and Literacy Development Writing and Handwriting Education Second Language Acquisition and Learning

Abstract

This study evaluated the effectiveness of a comprehension program integrated with social studies instruction designed for at-risk second graders. The program included instruction in cause-effect text structure, emphasizing clue words, generic questions, graphic organizers, and the close analysis of specially constructed cause-effect target paragraphs. This program was compared (a) to a content-only program that focused only on social studies and did not include text structure instruction and (b) to a no-instruction control. Fifteen classroom teachers, randomly assigned to treatment, provided the instruction. The program improved the comprehension of instructional cause-effect texts, and there were transfer effects on some comprehension measures. The performance of the 2 instructed groups did not differ on any of the content measures, indicating that such integrated instruction can be accomplished without a loss in the amount of content acquired. This study supports our previous findings on the effectiveness of explicit instruction at the primary-grade level.

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References

1991Handbook of reading research 2014Woodcock Reading Mastery Tests–Revised 1986K-W-L: A Teaching Model That Develops Active Reading of Expository Text 2001Teaching Reading Comprehension Strategies to Students With Learning Disabilities: A Review of Research 20003.6 Minutes per Day: The Scarcity of Informational Texts in First Grade 2009The Reading Crisis 1990The Reading Crisis 2001Effects of structure strategy training and signaling on recall of text.

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2011Increasing Higher Level Language Skills to Improve Reading Comprehension 2017Effects of Expository Text Structure Interventions on Comprehension: A Meta‐Analysis 2013Teachers' Instruction and Students' Vocabulary and Comprehension: An Exploratory Study With English Monolingual and Spanish-English Bilingual Students in Grades 3-5 2012Evidence‐Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities 2017Processing of expository and narrative texts by low- and high-comprehending children

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