Effect of Text Structure Instruction with Integrated Discourse Structure Graphic Organizers on Development of Reading Comprehension of Expository Texts in Advanced ESL Students
Date
2014-08-29
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Abstract
Inspired by and oriented towards practical teaching, this mixed-method design-based research investigated how explicit 8-week instruction in the discourse structure graphic organizer (DSGO) strategy and instruction in the global text structure (GTS) strategy affected reading comprehension of informational text among advanced adult English as Second Language (ESL) students.
The intervention was conducted among 24 students of the Language Instruction to Newcomers to Canada (LINC) program, and included transferring the target strategies to the level of participants’ independent use. Data, collected with the International English Language Testing System (IELTS) Academic Reading module test, summary of expository text, and closed and open-ended questionnaires, were analyzed quantitatively and qualitatively by application of manual tools and computer software.
As a result of the instructional intervention, participants started using the GTS and the DSGO strategies independently, without assistance from the teacher, and demonstrated noteworthy increase in reading comprehension of authentic expository texts.
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Education--Curriculum and Instruction
Citation
Bishop, O. (2014). Effect of Text Structure Instruction with Integrated Discourse Structure Graphic Organizers on Development of Reading Comprehension of Expository Texts in Advanced ESL Students (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/25812