Roessingh, HettyBishop, Olena2014-08-292014-11-172014-08-292014http://hdl.handle.net/11023/1703Inspired 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.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.Education--Curriculum and InstructionText structureGraphic organizersadult learningmaster thesis10.11575/PRISM/25812