Individual differences in children’s knowledge of expository text structures: A review of literature

dc.creator	Melissa N. RAY
dc.creator	Bonnie J. F. MEYER
dc.date	2011-11-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:17:13Z
dc.date.available	2015-08-12T11:17:13Z
dc.identifier	1307-9298
dc.identifier	https://doaj.org/article/a0b324915eaf45568a4fd5abccfb61ff
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/26180
dc.description	In this review of literature we examine empirical research of individual differences in younger readers’ knowledge and use of expository text structures. The goal of this review is to explore the influence of reader and text characteristics in order to better understand the instructional needs of elementary school readers. First we review research which has examined the influence of two textual characteristics: the hierarchical organization of macro-and micro-level propositions and the type of text structure (e.g. collection, comparison, problem-and-solution). Then we review research of three reader characteristics: overall comprehension skill, age, and prior knowledge and how their influences may vary in relation to the aforementioned text characteristics. Our review of research suggests that readers of all ages may benefit from explicit instruction in text structure, particularly less-skilled comprehenders. Text structure instruction should focus on highly structured texts like comparison, causation, and problem-and solution.
dc.language	English
dc.publisher	International Electronic Journal of Elementary Education
dc.relation	http://www.iejee.com/4_1_2011/5_IEJEE_4_1_Ray_Meyer.pdf
dc.relation	https://doaj.org/toc/1307-9298
dc.source	International Electronic Journal of Elementary Education, Vol 4, Iss 1, Pp 67-82 (2011)
dc.subject	Text structure
dc.subject	structure strategy
dc.subject	expository text
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Individual differences in children’s knowledge of expository text structures: A review of literature
dc.type	article