Facilitating Reading Comprehension by Teaching Text Structure: What the Research Shows.

The limited existing research on text structure and its effects on reading comprehension in English as a native language and English as a second language (ESL) is reviewed, and studies that have’shown facilitating effects on first language reading comprehension of explicitly leaching text structure are discussed. A research project in progress that addresses the question of whether ESL comprehension can be lacilitated by teaching text structure is described. The study, using a heterogeneous group of advanced-ESL students in an intensive English program, involves a training program in text structure, comprised of five hour-long sessions within one week and integrated into the regular ESL reading classes, with much student interaction and individual corrective feedback. A controX group not receiving the training simultaneously undergoes the regular curriculum. One preand,two post-tests are administered, one post-test immediately,following the training and one three weeks later. The expected result is that trained students will perform better than controls on both post-tests and on independent measures of reading ability, as was the case in the pilot study. A bibliography and a chart of four types of top-level organization of expository text are included. (MSE) *************************************k*************************ft******* * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ***********************************************fs*********************** FACILITATING READING COMPREHENSION BY TEACHING TEXT STRUCTURE: WHAT THE RESEARCH SHOWS Patricia L. Carrell. “PERMISSION TO REPRODUCE THIS MATERIAL IN MICROFICHE ONLY HAS BEEN GRANTED BY l’edricia L. Cou-rell TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC).” Department of Linguistics Southern Illinois University Carbondale, II. 62901 March 1984 U.S. DEPAITTPAVIT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER tERICI TN document hea been reproduurd se received from the person or organization originating ft. 0 Mince changes have been mode to improve reproduction quality. Points of vane or opinions suited In this documint do not necessarily represent official NIE position or podgy. Paper presented at the Eighteenth Annual Convention of TESOL, Houston, Texas, March 6-11, 1984.