Effects of Expository Text Structure Interventions on Comprehension: A Meta‐Analysis

By Nicole Pyle, Ariana C. Vasquez, B. Lignugaris/Kraft, S. Gillam, D. R. Reutzel, A. Olszewski, Hugo Segura, Daphne U. Hartzheim, W. Laing, Daniel Pyle. 2017

96 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/2bcd141816abe678a2aa6aaf7a400358996ddc8e

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Jacqueline Evers-Vermeul
2. Suzanne T. M. Bogaerds-Hazenberg
3. H. van den Bergh
4. T. Shanahan
5. Steve Graham

In Statistics and Probability

1. Jacqueline Evers-Vermeul
2. Suzanne T. M. Bogaerds-Hazenberg
3. H. van den Bergh
4. T. Shanahan

Citations in the corpus

• A Meta‐Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades (2020, methodology): “Although the authors of previous meta-analyses suggested that GOs might increase the effectiveness of text structure interventions (Hebert et al., 2016; Pyle et al., 2017), they did not examine their presence as a moderating variable.”
• What Constitutes a Science of Reading Instruction? (2020, background): “, 2010), text structure (Hebert et al., 2016; Pyle et al., 2017), vocabulary (NRP, 2000; Stahl & Fairbanks, 1986), the use of complex text (Shanahan, 2019), the impact of writing on reading (Graham & Hebert, 2011), and several other curricular and instructional approaches and interventions (e.”