TITLE

Unlocking Text Features for Determining Importance in Expository Text: A Strategy for Struggling Readers

AUTHOR(S)
Bluestein, N. Alexandra
PUB. DATE
April 2010
SOURCE
Reading Teacher;Apr2010, Vol. 63 Issue 7, p597
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The article focuses on the internal and external features of expository text and reading comprehension strategy instruction for struggling readers. The difficulty for students to determine the important pieces of information in expository text, which is text that contains features such as headings, tables of contents, maps, and indexes, is explored. Scaffolding instruction for biography, journalistic text, and textbook genres of the most common features of expository text including organizational features, setting, and characterization are discussed.
ACCESSION #
49036010

 

Related Articles

  • START Comprehending: Students and Teachers Actively Reading Text. Scharlach, Tabatha Dobson // Reading Teacher;Sep2008, Vol. 62 Issue 1, p20 

    The article discusses the Students and Teachers Actively Reading Text (START) inclusive framework which aims to improve classroom reading instruction through modeling and scaffolding of eight comprehension strategies during teacher read-alouds. It also allows teachers to use these comprehension...

  • Explicit Expository Text Structure That Improves the Reading Comprehension of Struggling Middle School Students. Stevens, Mary Beth // Kentucky English Bulletin;Spring2014, Vol. 63 Issue 2, p14 

    The article focuses on teaching knowledge of text structure to support the comprehension of expository texts by middle school students. Topics discussed include the use of writing development as a tool for improving understanding of text structure, teaching organizational structures to help...

  • EL ANDAMIAJE DOCENTE EN EL DESARROLLO DE LA LECTURA Y LA ESCRITURA EN LENGUA EXTRANJERA. Delmastro, Ana Lucía // Paradigma;2008, Vol. 29 Issue 1, p197 

    Scaffolding is a provisional structure provided by a teacher, other highly skilled teachers or skilled students, to support learners during construction of new knowledge. Once students are able to work on their own, the structure is withdrawn. The purpose of this study was to explore the nature...

  • Parents and their children working together: A Scaffolding Literacy case study. Axford, Beverley // Australian Journal of Language & Literacy;Feb2007, Vol. 30 Issue 1, p21 

    Can struggling and marginalised students be more effectively brought into school literacy by teaching a ‘significant other’ (parent or carer) how to more successfully work with them on literacy tasks? This article looks at this question by drawing on a study of parents and carers...

  • Preservice Teachers' Knowledge of Instructional Scaffolding for Writing Instruction. Gibson, Sharan A. // Mid-Western Educational Researcher;Spring2007, Vol. 20 Issue 2, p9 

    This study reports on an analysis of preservice teachers' dialogue journal entries for evidence of ways in which teachers develop conceptual understanding for writing instruction. Teachers' propositional statements were identified and coded at a specific level for three themes: (1) level of...

  • Media Literacy in the Risk Society: Toward a Risk Reduction Strategy. Kline, Stephen; Stewart, Kym; Murphy, David // Canadian Journal of Education;2006, Vol. 29 Issue 1, p131 

    The idea of media literacy prompts an increasingly divisive debate between educators who wish to protect children from the commercialization of global markets and those who challenge critical media studies as misguided, outdated, and ineffective. We have provided a historical overview of...

  • Evaluating the Effectiveness of Fluency-Oriented Reading Instruction with Increasing Black and Latino Reading Fluency, As Compared to Asian and White Second-Grade Students' Reading Fluency. Turner, Franklin Dickerson // Journal of Negro Education;Spring2010, Vol. 79 Issue 2, p112 

    This study examined the effectiveness of Fluency-Oriented Reading Instruction (FORI) on improving reading fluency for an ethnically diverse sample of second-grade students. FORI incorporates the repeated reading of a grade-level text over the course of an academic week. This approach to reading...

  • Reading Is Thinking, Part I. Schröder, Monika // Book Links;May2008, Vol. 17 Issue 5, p56 

    The article presents the first part of a series of articles about reading comprehension. It discusses strategies on how to develop students' reading comprehension and presents several suggested books known to be helpful for students' development. Accordingly, good readers are inquisitive as they...

  • Teaching Students to Comprehend Informational Text Through Rereading. Hedin, Laura R.; Conderman, Greg // Reading Teacher;Apr2010, Vol. 63 Issue 7, p556 

    The article discusses the features of informational text that struggling readers find challenging while offering examples of rereading that teachers can model and guide to strengthen students' reading comprehension skills. It is suggested that rereading may help students with comprehension...

Share

Read the Article

Other Topics