3 research outputs found
Diagnostic tests for Helicobacter pylori: comparison and influence of non-steroidal anti-inflammatory drugs.
A MetaâAnalysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades
In this metaâanalysis, the authors synthesize results from 44 (quasiâ)experimental studies on informational and narrative text structure interventions involving students in grades 4â6 in regular school settings. Findings show that text structure instruction had positive immediate effects on studentsâ reading comprehension but that effect sizes varied largely across outcome measures: questions (Hedgesâ 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. Contentârelated features, such as a focus on paragraphâlevel structure, active construction of graphic organizers, and teaching ruleâbased 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