Increasing Secondary Students' Comprehension Through Explicit Attention to Narrative Text Structure.
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| Title: | Increasing Secondary Students' Comprehension Through Explicit Attention to Narrative Text Structure. |
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| Authors: | Butler, Whitney Sommers1 (AUTHOR) butlerws@mail.uc.edu, Hord, Casey1 (AUTHOR), Watts-Taffe, Susan1 (AUTHOR) |
| Source: | Teaching Exceptional Children. Jul2022, Vol. 54 Issue 6, p394-403. 10p. |
| Subject Terms: | *Reading comprehension, *Learning disabilities, *Students with disabilities, *Explicit instruction, Narration |
| Abstract: | In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of teachers to scrutinize the texts they plan to teach to determine what instruction and supports are needed to promote reading comprehension for students with learning disabilities. Specifically, this article examines how nonlinear text structures can challenge adolescent reading comprehension and illustrates explicit text structure instruction with three exemplar texts which use unconventional narrative patterns. The article emphasizes the importance of considering the qualitative features of texts to inform instruction to support reading comprehension for students with learning disabilities. [ABSTRACT FROM AUTHOR] |
| Copyright of Teaching Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 158934332 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Increasing Secondary Students' Comprehension Through Explicit Attention to Narrative Text Structure. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Butler%2C+Whitney+Sommers%22">Butler, Whitney Sommers</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> butlerws@mail.uc.edu</i><br /><searchLink fieldCode="AR" term="%22Hord%2C+Casey%22">Hord, Casey</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Watts-Taffe%2C+Susan%22">Watts-Taffe, Susan</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Teaching+Exceptional+Children%22">Teaching Exceptional Children</searchLink>. Jul2022, Vol. 54 Issue 6, p394-403. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Students+with+disabilities%22">Students with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Explicit+instruction%22">Explicit instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Narration%22">Narration</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In spite of the prevailing assumption that formal reading instruction is no longer needed once adolescents reach high school, students at the secondary level still benefit from explicit reading instruction to continue developing advanced literacy skills enabling them to access complex narrative texts. This article argues for the importance of teachers to scrutinize the texts they plan to teach to determine what instruction and supports are needed to promote reading comprehension for students with learning disabilities. Specifically, this article examines how nonlinear text structures can challenge adolescent reading comprehension and illustrates explicit text structure instruction with three exemplar texts which use unconventional narrative patterns. The article emphasizes the importance of considering the qualitative features of texts to inform instruction to support reading comprehension for students with learning disabilities. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Teaching Exceptional Children is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=158934332 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/00400599211025548 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 394 Subjects: – SubjectFull: Reading comprehension Type: general – SubjectFull: Learning disabilities Type: general – SubjectFull: Students with disabilities Type: general – SubjectFull: Explicit instruction Type: general – SubjectFull: Narration Type: general Titles: – TitleFull: Increasing Secondary Students' Comprehension Through Explicit Attention to Narrative Text Structure. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Butler, Whitney Sommers – PersonEntity: Name: NameFull: Hord, Casey – PersonEntity: Name: NameFull: Watts-Taffe, Susan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: Jul2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 00400599 Numbering: – Type: volume Value: 54 – Type: issue Value: 6 Titles: – TitleFull: Teaching Exceptional Children Type: main |
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