First Initial: B., T., & J.
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Last Name: Armbruster, Anderson, & Ostertag
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Year of Publication: 1989
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Article Title: Teaching Text Structure To Improve Reading And Writing
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Journal Name: The Reading Teacher
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Journal Volume:
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Journal Number:
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Page Numbers: 130-137
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Study Purpose: The purpose of this article is to explain a method of teaching text structure that is successful in improving both reading comprehension and summary writing and to study the effects of this method in a fifth grade social studies classroom.
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Operation Definition:
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Age/Grade: fifth grade
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Content: Many children in the middle grades have difficulty with reading the expository prose in their textbooks and with writing the expository prose that is required for essay questions and reports. One of the main reasons that students have difficulties in this area is because they are not familiar with the way the text is organized or structured. If students become familiar with text structures, in many cases they can improve the way they learn from reading texts. Research has also shown a relationship between reading and writing, suggesting that instruction in text structure can also improve writing. In this study, the students were training in: (1) recognizing a problem-solution text structure, (2) taking notes on the problem-solution structure in frames, and (3) summarizing the information from the frame. Figures 1-5 give examples of different frames to be used in problem-solution text structures as well as compare/contrast, sequencing, and cause/effect structures.
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Definition (if stated): Problem-solution text conveys information about a problem that an individual or group encounters, how they attempt to solve the problem, and the results of the attempt to solve the problem.
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Assessed By (tasks - tests): The students had to read expository texts, fill out the frames, and summarize the passages they have read.
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Treatments: In preparation for this study, the researchers prepared workbooks with a definition and description of problem-solution text structure, explicit rules of how to write a summary of problem-solution passages, 13 problem-solution passages from fourth and fifth grade social studies textbooks, and multiple copies of the problem-solution frames for the students to write their summaries. The instruction took place in 45-minute sessions over 11 days. The teacher used explicit and direct instruction including modeling, plenty of guided practice, corrective feedback, and independent practice. The authors give a detailed day-by-day account of this method. After the students summarized all the passages, the teacher returned to the regular textbook used in class.
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Type of data collected/reported (e.g., Mean/SD, frequency, latency, etc.): The researchers assessed the students ability to fill out the frame and summarize the text passages.
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Dependent Measures: Students'' ability to comprehend problem-solution texts.
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Independent Measures: The students were given fourth and fifth grade reading passages along with blank frames and summary sheets.
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Outcomes: The research showed that students in the fifth grade could be taught simple text structures. This approach increased their ability to read and write expository texts. Since the problem-solution text structure is probably one of the more difficult text structures, it is believed that students could readily learn other text structures as well.
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Follow-up Activities: None
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