sanba38 (sanba38) wrote in badass_teacher,

text structures

Sorry to be all scholarly here all of a sudden, but can anybody direct me to some scholarly research that meets these criteria, off the top of your head?

1) Students were middle school or upper elementary.
2) Students were taught to read nonfiction passages and identify the organizational structure of the passage.
3) Students had pre- and post-intervention assessments of reading comprehension that was not designed by the same people who made the curriculum.
4) Students made greater gains in reading comprehension than a control group who took the same assessments and did not receive explicit instruction in identifying organizational structure of texts.

I'm just asking because my students and I have been struggling with these, and it seems to me that the ability to understand what you are reading is more of a prerequisite than a result of learning to identify organizational structure.
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