#3591. Helping Students “Do School”: Examining the Impact of Understanding Text Organization on Student Navigation and Comprehension of Textbook Content

October 2026publication date
Proposal available till 01-06-2025
4 total number of authors per manuscript0 $

The title of the journal is available only for the authors who have already paid for
Journal’s subject area:
Linguistics and Language;
Education;
Developmental and Educational Psychology;
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Abstract:
As students proceed through school, they are expected to comprehend complex texts but may not have the necessary competencies to do so. Over a 10-week period, 205 sixth-grade students received either routine social studies instruction or instruction on identifying rhetorical patterns used to organize textbook content and on constructing graphic representations of that content. The effectiveness of the intervention was measured by comparing graphic representations and written summaries generated by participants before and after instruction. A mixed between-within subjects ANOVA showed a statistically significant interaction between time and treatment on graphic representation and written summary scores for the intervention group indicating that explicit instruction in rhetorical patterns facilitates recognition of
Keywords:
rhetorical patterns; complex texts; graphic representations

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