Effects of Expository Text Structure Interventions on Comprehension: A Meta‐Analysis. Issue 4 (20th March 2017)

• Record Type: Journal Article
• Authors: Pyle, Nicole; Vasquez, Ariana C.; Lignugaris/Kraft, Benjamin; Gillam, Sandra L.; Reutzel, D. Ray; Olszewski, Abbie; Segura, Hugo; Hartzheim, Daphne; Laing, Woodrow; Pyle, Daniel
• Is Part Of: Reading research quarterly. Volume 52:Issue 4(2017)
• Page Start: 469
• Page End: 501
• Publication Date: 2017-03-20
• Subjects: Comprehension -- Text features, text structure -- Strategies, methods, and materials -- Informational text -- Struggling learners -- Instructional intervention -- Childhood -- Early adolescence -- Adolescence; Reading -- Periodicals; Reading -- Research -- Periodicals; Lecture -- Périodiques; Lecture -- Recherche -- Périodiques; 428.4
• DOI: 10.1002/rrq.179
• Languages: English
• ISSNs: 0034-0553

Abstract

Abstract: 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 researcher‐developed 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.