Project Activities
Structured Abstract
Setting
Sample
Research design and methods
Control condition
Key measures
Data analytic strategy
People and institutions involved
IES program contact(s)
Products and publications
Products: The expected outcomes from this study include:
Book chapter
Williams, J.P. (2007). Literacy in the Curriculum: Integrating Text Structure and Content Area Instruction. In D.S. McNamara (Ed.), Reading Comprehension Strategies: Theories, Interventions, and Technologies (pp. 199-219). Mahwah, N.J.: Erlbaum.
Williams, J.P., and Atkins, J.G. (2009). The Role of Metacognition in Teaching Reading Comprehension to Primary Students. In D.J. Hacker, J. Dunlosky, and A.C. Graesser (Eds.), Handbook of Metacognition in Education (pp. 26-44). Mahweh, NJ: Erlbaum.
Williams, J.P., and Pao, L. (2011). Teaching Narrative and Expository Text Structure to Improve Comprehension. In R. O'Connor, and P. Vadasy (Eds.), Handbook of Reading Interventions (pp. 254-278). New York: Guilford Press.
Book chapter, edition specified
Williams, J.P. (2008). Explicit Instruction Can Help Primary Students Learn to Comprehend Expository Text. In C.C. Block, and S. Parris (Eds.), Comprehension Processes: Research-Based Best Practices (2nd ed., pp. 171-182). New York: Guilford Press.
Journal article, monograph, or newsletter
Williams, J.P., Nubla-Kung, A.M., Pollini, S., Stafford, K.B., Garcia, A., and Snyder, A.E. (2007). Teaching Cause-Effect Text Structure Through Social Studies Content to At-Risk Second Graders. Journal of Learning Disabilities, 40(2): 111-120.
Williams, J.P., Pollini, S., Nubla-Kung, A.M., Snyder, A.E., Garcia, A., Ordynans, J. G., and 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
Williams, J.P., Stafford, K.B., Lauer, K.D., Hall, K.M., and Pollini, S. (2009). Embedding Reading Comprehension Training in Content-Area Instruction. Journal of Educational Psychology, 101(1): 1-20. doi:10.1037/a0013152
Related projects
Supplemental information
- An intervention to improve expository text comprehension of second-grade students at high risk of developing reading disabilities, and
- Published reports and presentations evaluating the potential efficacy of the intervention and the extent to which the intervention differentially affects different types of students.
The Text Structure intervention emphasizes teaching text structure strategies, which include the use of (a) cue words that signal the presence of a specific text structure; (b) generic strategy questions to guide the reader to identify the important parts of the text; and (c) a graphic organizer.
The Content-oriented program will be designed to correspond closely to more conventional social studies instruction and is intended to be a viable program that teachers would want to use. Participating students are expected to learn important content that will help them to comprehend novel texts about similar content.
Reading ability will be assessed with the DIBELS Oral Reading Fluency (DORF). The DORF assesses accuracy and fluency and has well-documented reliability and validity estimates. The Woodcock Reading Mastery Test - Revised (WRMT-R) will also be used to assess reading. Four subtests will be given; scores of the Basic Skills Cluster (Word Identification and Word Attach subtests) and the Reading Comprehension Cluster (Word Comprehension and Passage Comprehension subtests) will be examined separately. The WRMT-R also has well-documented reliability and validity estimates.
The Motivations for Reading Questionnaire - Primary version (MRQ-P) will be used to assess the effects of instruction on attitudes and engagement as well as on knowledge of reading. The MRQ-P is a self-report measure consisting of four subscales: self-efficacy, interest, social interactions around reading, and recognition for reading.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
