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A Meta‐Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades
Author(s) -
Bogaerds-Hazenberg Suzanne T.M.,
Evers-Vermeul Jacqueline,
Bergh Huub
Publication year - 2020
Publication title -
reading research quarterly
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.162
H-Index - 90
eISSN - 1936-2722
pISSN - 0034-0553
DOI - 10.1002/rrq.311
Subject(s) - automatic summarization , reading comprehension , comprehension , paragraph , psychology , curriculum , mathematics education , reading (process) , reciprocal teaching , meta analysis , recall , computer science , pedagogy , linguistics , cognitive psychology , natural language processing , medicine , philosophy , world wide web , programming language
In this meta‐analysis, the authors synthesize results from 44 (quasi‐)experimental studies on informational and narrative text structure interventions involving students in grades 4–6 in regular school settings. Findings show that text structure instruction had positive immediate effects on students’ reading comprehension but that effect sizes varied largely across outcome measures: questions (Hedges’ g = 0.25), summarization ( g = 0.57), recall ( g = 0.37), and knowledge about text structure ( g = 0.38). However, students who received text structure instruction no longer outperformed control groups at delayed posttests. Content‐related features, such as a focus on paragraph‐level structure, active construction of graphic organizers, and teaching rule‐based summarization techniques, moderated the effectiveness of text structure instruction, but these effects also varied across outcome measures. Instructional features moderated delayed effects: Interventions with opportunities for individual student practice resulted in higher delayed effects for comprehension questions. The authors argue that text structure instruction deserves a place in the primary school curriculum so the positive effects on reading will be maintained.