Investigating the Effects and Social Validity of an Informational Text Structure Intervention for Reading and Writing in Grades Four and Five

References

• Armbruster, B. B., Anderson, T. H., & Ostertag, J. (1987). Does text structure/summarization instruction facilitate learning from expository text? Reading Research Quarterly, 22(3), 331–346. doi:10.2307/747972
   Web of Science ®Google Scholar
• Bakken, J. P., Mastropieri, M. A., & Scruggs, T. E. (1997). Reading comprehension of expository science material and students with learning disabilities: A comparison of strategies. The Journal of Special Education, 31(3), 300–324. doi:10.1177/002246699703100302
   Web of Science ®Google Scholar
• Beerwinkle, A. L., Owens, J., & Hudson, A. (2021). An analysis of comprehension strategies and skills covered within grade 3–5 reading textbooks in the United States. Technology, Knowledge and Learning, 26(2), 311–338. doi:10.1007/s10758-020-09484-0
   Web of Science ®Google Scholar
• Benjamini, Y., & Hochberg, Y. (1995). Controlling the false discovery rate: A practical and powerful approach to multiple testing. Journal of the Royal Statistical Society: Series B (Methodological), 57(1), 289–300. doi:10.1111/j.2517-6161.1995.tb02031.x
   Web of Science ®Google Scholar
• Bloom, H. S., Richburg-Hayes, L., & Black, A. R. (2007). Using covariates to improve precision for studies that randomize schools to evaluate educational interventions. Educational Evaluation and Policy Analysis, 29(1), 30–59. doi:10.3102/0162373707299550
   Web of Science ®Google Scholar
• Bogaerds‐Hazenberg, S. T. M., Evers‐Vermeul, J., & van den Bergh, H. (2021). A meta‐analysis on the effects of text structure instruction on reading comprehension in the upper elementary grades. Reading Research Quarterly, 56(3), 435–462. doi:10.1002/rrq.311
   Web of Science ®Google Scholar
• Castells, N., Minguela, M., Solé, I., Miras, M., Nadal, E., & Rijlaarsdam, G. (2022). Improving questioning–answering strategies in learning from multiple complementary texts: An intervention study. Reading Research Quarterly, 57(3), 879–912. doi:10.1002/rrq.451
   Web of Science ®Google Scholar
• Collins, A. A., Ciullo, S., Graham, S., Sigafoos, L. L., Guerra, S., David, M., & Judd, L. (2021). Writing expository essays from social studies texts: A self-regulated strategy development study. Reading and Writing, 34(7), 1623–1651. doi:10.1007/s11145-021-10157-2
   Web of Science ®Google Scholar
• Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35(2), 202–224. doi:10.1598/RRQ.35.2.1
   Web of Science ®Google Scholar
• Eason, S. H., Goldberg, L. F., Young, K. M., Geist, M. C., & Cutting, L. E. (2012). Reader-text interactions: How differential text and question types influence cognitive skills needed for reading comprehension. Journal of Educational Psychology, 104(3), 515–528. doi:10.1037/a0027182
   PubMed Web of Science ®Google Scholar
• Finlayson, K., & McCrudden, M. T. (2020). Teacher-implemented writing instruction for elementary students: A literature review. Reading & Writing Quarterly, 36(1), 1–18. doi:10.1080/10573569.2019.1604278
   Web of Science ®Google Scholar
• Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387. doi:10.2307/356600
   Google Scholar
• Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71(2), 279–320. doi:10.3102/00346543071002279
   Web of Science ®Google Scholar
• Gilbert, J., & Graham, S. (2010). Teaching writing to elementary students in grades 4-6: A national survey. The Elementary School Journal, 110(4), 494–518. doi:10.1086/651193
   Web of Science ®Google Scholar
• Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879–896. doi:10.1037/a0029185
   Web of Science ®Google Scholar
• Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445–476. doi:10.1037/0022-0663.99.3.445
   Web of Science ®Google Scholar
• Hammann, L. A., & Stevens, R. J. (2003). Instructional approaches to improving students’ writing of compare-contrast essays: An experimental study. Journal of Literacy Research, 35(2), 731–756. doi:10.1207/s15548430jlr3502_3
   Web of Science ®Google Scholar
• Hammill, D. D., & Larsen, S. C. (2009). Test of written language (4th ed.). Austin, TX: Pro-Ed.
   Google Scholar
• Hare, V. C., & Borchardt, K. M. (1984). Direct instruction of summarization skills. Reading Research Quarterly, 20(1), 62–78. doi:10.2307/747652
   Web of Science ®Google Scholar
• Hatch, J. A. (2002). Doing qualitative research in education settings. Albany, NY: SUNY Press.
   Google Scholar
• Hebert, M., Bazis, P., Bohaty, J. J., Roehling, J. V., & Nelson, J. R. (2021). Examining the impacts of the structures writing intervention for teaching fourth-grade students to write informational text. Reading and Writing, 34(7), 1711–1740. doi:10.1007/s11145-021-10125-w
   Web of Science ®Google Scholar
• Hebert, M., Bohaty, J. J., Nelson, J. R., & Brown, J. (2016). The effects of text structure instruction on expository reading comprehension: A meta-analysis. Journal of Educational Psychology, 108(5), 609–629. doi:10.1037/edu0000082
   Web of Science ®Google Scholar
• Hebert, M., Bohaty, J. J., Nelson, J. R., & Lambert, M. C. (2018a). Identifying and discriminating expository text structures: An experiment with 4th and 5th grade struggling readers. Reading and Writing, 31(9), 2115–2145. doi:10.1007/s11145-018-9826-9
   Web of Science ®Google Scholar
• Hebert, M., Bohaty, J. J., Nelson, J. R., & Roehling, J. V. (2018b). Writing informational text using provided information and text structures: An intervention for upper elementary struggling writers. Reading and Writing, 31(9), 2165–2190. doi:10.1007/s11145-018-9841-x
   Web of Science ®Google Scholar
• Hedges, L. (1981). Distribution theory for Glass’s estimator of effect size and related estimators. Journal of Educational Statistics, 6(2), 107–128. doi:10.2307/1164588
   Google Scholar
• Jeong, J., Gaffney, J. S., & Choi, J.-O. (2010). Availability and use of informational texts in second-, third-, and fourth-grade classrooms. Research in the Teaching of English, 44(4), 435–456.
   Web of Science ®Google Scholar
• Kintsch, W. (1988). The role of knowledge in discourse comprehension: A construction-integration model. Psychological Review, 95(2), 163–182. doi:10.1037/0033-295X.95.2.163
   PubMed Web of Science ®Google Scholar
• Leko, M. M. (2014). The value of qualitative methods in social validity research. Remedial and Special Education, 35(5), 275–286. doi:10.1177/0741932514524002
   Web of Science ®Google Scholar
• Li, D., Beecher, C., & Cho, B.-Y. (2018). Examining the reading of informational text in 4th grade class and its relation with students’ reading performance. Reading Psychology, 39(1), 1–28. doi:10.1080/02702711.2017.1361493
   Web of Science ®Google Scholar
• Lindo, E. J., & Elleman, A. M. (2010). Social validity’s presence in field-based reading intervention research. Remedial and Special Education, 31(6), 489–499. doi:10.1177/0741932510361249
   Web of Science ®Google Scholar
• McDonald, A., Morrison, T. G., Wilcox, B., & Billen, M. T. (2021). Improving children’s reading comprehension by teaching inferences. Reading Psychology, 42(3), 264–280. doi:10.1080/02702711.2021.1888351
   Web of Science ®Google Scholar
• Meyer, B. J. F. (1987). Following the author’s top-level organization: An important skill for reading comprehension. In R. J. Tierney, P. L. Anders, & J. Nichols Mitchell (Eds.), Understanding readers’ understanding: Theory and practice (pp. 59–76). Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Meyer, B. J. F., & Ray, M. N. (2011). Structure strategy interventions: Increasing reading comprehension of expository text. International Electronic Journal of Elementary Education, 4(1), 127–152.
   Google Scholar
• National Governors Association & Council of Chief State School Officers (2010). Common Core State Standards for English language arts & literacy in history/social studies, science, and technical subjects. Washington, DC: Authors.
   Google Scholar
• Ness, M. (2011). Teachers’ use of and attitudes toward informational text in K-5 classrooms. Reading Psychology, 32(1), 28–53. doi:10.1080/02702710903241322
   Google Scholar
• Pyle, N., Vasquez, A. C., Lignugaris/Kraft, B., Gillam, S. L., Reutzel, D. R., Olszewski, A., … Pyle, D. (2017). Effects of expository text structure interventions on comprehension: A meta-analysis. Reading Research Quarterly, 52(4), 469–501. doi:10.1002/rrq.179
   Web of Science ®Google Scholar
• Quinn, A. M., & Paulick, J. H. (2022). First-year teachers’ informational reading instruction: Prevalence, quality, and characteristics. Reading Research Quarterly, 57(1), 227–253. doi:10.1002/rrq.390
   Web of Science ®Google Scholar
• Raphael, T. E., & Pearson, P. D. (1985). Increasing students’ awareness of sources of information for answering questions. American Educational Research Journal, 22(2), 217–235. doi:10.3102/00028312022002217
   Web of Science ®Google Scholar
• Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: SAGE Publications, Inc.
   Google Scholar
• Raudenbush, S. W., Martinez, A., & Spybrook, J. (2007). Strategies for improving precision in group-randomized experiments. Educational Evaluation and Policy Analysis, 29(1), 5–29. doi:10.3102/0162373707299460
   Web of Science ®Google Scholar
• Reynolds, G. A., & Perin, D. (2009). A comparison of text structure and self-regulated writing strategies for composing from sources by middle school students. Reading Psychology, 30(3), 265–300. doi:10.1080/02702710802411547
   Google Scholar
• Ritchey, K. D., Palombo, K., Silverman, R. D., & Speece, D. L. (2017). Effects of an informational text reading comprehension intervention for fifth-grade students. Learning Disability Quarterly, 40(2), 68–80. doi:10.1177/0731948716682689
   Web of Science ®Google Scholar
• Roehling, J. V., Hebert, M., Nelson, J. R., & Bohaty, J. J. (2017). Text structure strategies for improving expository reading comprehension. The Reading Teacher, 71(1), 71–82. doi:10.1002/trtr.1590
   Web of Science ®Google Scholar
• Schugar, H. R., & Dreher, M. J. (2017). U. S. fourth graders’ informational text comprehension: Indicators from NAEP. International Electronic Journal of Elementary Education, 9(3), 523–552.
   Google Scholar
• Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Belmont, CA: Wadsworth Cengage Learning.
   Google Scholar
• Shanahan, T. (2016). Relationships between reading and writing development. In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (2nd ed., pp. 194–207). New York, NY: Guilford Press.
   Google Scholar
• Shanahan, T., & Lomax, R. G. (1986). An analysis and comparison of theoretical models of the reading–writing relationship. Journal of Educational Psychology, 78(2), 116–123. doi:10.1037/0022-0663.78.2.116
   Web of Science ®Google Scholar
• Spires, H. A., Gallini, J., & Riggsbee, J. (1992). Effects of schema-based and text structure-based cues on expository prose comprehension in fourth graders. The Journal of Experimental Education, 60(4), 307–320. doi:10.1080/00220973.1992.9943868
   Web of Science ®Google Scholar
• Stevens, E. A., Park, S., & Vaughn, S. (2019). A review of summarizing and main idea interventions for struggling readers in grades 3 Through 12: 1978–2016. Remedial and Special Education, 40(3), 131–149. doi:10.1177/0741932517749940
   Web of Science ®Google Scholar
• Stevens, E. A., Vaughn, S., House, L., & Stillman-Spisak, S. (2020). The effects of a paraphrasing and text structure intervention on the main idea generation and reading comprehension of students with reading disabilities in grades 4 and 5. Scientific Studies of Reading : The Official Journal of the Society for the Scientific Study of Reading, 24(5), 365–379. doi:10.1080/10888438.2019.1684925
   PubMed Web of Science ®Google Scholar
• Strong, J. Z. (2023). Measuring text structure awareness in upper elementary grades. Reading & Writing Quarterly, 39(1), 16–35. doi:10.1080/10573569.2022.2025508
   Web of Science ®Google Scholar
• Walker, M. A., & Stevens, E. A. (2017). Reading instruction for students with learning disabilities: An observation study synthesis (1980–2014). Learning Disability Quarterly, 40(1), 17–28. doi:10.1177/0731948716633868
   Web of Science ®Google Scholar
• Wiederholt, J. L., & Blalock, G. (2000). Gray Silent Reading Tests. Austin, TX: Pro-Ed.
   Google Scholar
• Wijekumar, K. K., Meyer, B. J., & Lei, P. (2012). Large-scale randomized controlled trial with 4th graders using intelligent tutoring of the structure strategy to improve nonfiction reading comprehension. Educational Technology Research and Development, 60(6), 987–1013. doi:10.1007/s11423-012-9263-4
   Web of Science ®Google Scholar
• Wijekumar, K., Meyer, B. J. F., Lei, P.-W., Lin, Y.-C., Johnson, L. A., Spielvogel, J. A., … Cook, M. (2014). Multisite randomized controlled trial examining intelligent tutoring of structure strategy for fifth-grade readers. Journal of Research on Educational Effectiveness, 7(4), 331–357. doi:10.1080/19345747.2013.853333
   Web of Science ®Google Scholar
• Wijekumar, K., Meyer, B. J., & Lei, P. (2017). Web-based text structure strategy instruction improves seventh graders’ content area reading comprehension. Journal of Educational Psychology, 109(6), 741–760. doi:10.1037/edu0000168
   Web of Science ®Google Scholar
• Williams, J. P. (2018). Text structure instruction: The research is moving forward. Reading and Writing, 31(9), 1923–1935. doi:10.1007/s11145-018-9909-7
   Web of Science ®Google Scholar
• Williams, J. P., Kao, J. C., Pao, L. S., Ordynans, J. G., Atkins, J. G., Cheng, R., & DeBonis, D. (2016). Close analysis of texts with structure (CATS): An intervention to teach reading comprehension to at-risk second graders. Journal of Educational Psychology, 108(8), 1061–1077. doi:10.1037/edu0000117
   Google Scholar
• Williams, J. P., Pollini, S., Nubla-Kung, A., Snyder, A. E., Garcia, A., Ordynans, J. G., & Atkins, J. G. (2014). An intervention to improve comprehension of cause/effect through expository text structure instruction. Journal of Educational Psychology, 106(1), 1–17. doi:10.1037/a0033215
   Web of Science ®Google Scholar
• Williams, J. P., Stafford, K. B., Lauer, K. D., Hall, K. M., & Pollini, S. (2009). Embedding reading comprehension training in content-area instruction. Journal of Educational Psychology, 101(1), 1–20. doi:10.1037/a0013152
   Web of Science ®Google Scholar