Effects of Structure Strategy Training and Signaling on Recall of Text.

By Bonnie J. F. Meyer, L. Poon. 2001

281 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/fcc2dd1a7e9d7bec511afc83f24aa3cb88ce13a4

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Graphic organizers in reading instruction: Research findings and issues (2007, background): “…in raising their text structure awareness (e.g., Carrell, 1984, 1985, 1992; Davis, Lange, & Samuels, 1988; Ghaith & Harkouss, 2003; Goh, 1990; Hague & Olejnik, 1990; Leon & Carretero, 1995; Martinez, 2002; Meyer & Poon, 2001; Raymond, 1993; Richgels, McGee, Lomax, & Sheard, 1987; Tang, 1992).”
Structure Strategy Interventions: Increasing Reading Comprehension of Expository Text. (2011, background): “In an extension of the earlier work by Meyer et al. (1989), Meyer and Poon (2001, 2004) examined the interaction between structure strategy instruction and signaling in text.”
Beyond Vocabulary: Exploring Cross-Disciplinary Academic-Language Proficiency and Its Association With Reading Comprehension (2015, background): “Although not without some controversy, several studies have provided evidence to suggest that discourse markers affect online processing, text memory, and learning from academic text (Hyönä & Lorch, 2004; Meyer & Poon, 2001; Meyer & Rice, 1982).”
Influence of Question Format and Text Availability on the Assessment of Expository Text Comprehension (2007, background): “…1985; Rowe et al., 2006), the ability to take advantage of text structure in developing a coherent mental representation of overall text contents (Meyer & Poon, 2001), reasoning skills (Britt & Aglinski, 2002), the ability to use a variety of reading comprehension strategies to understand text…”
Further evidence for teacher knowledge: supporting struggling readers in grades three through five (2009, unknown): “We examined the structural components of text genres (Meyer, Brandt, & Bluth, 1980; Meyer & Poon, 2001 ), reviewed the development of children’s competency with various genres (Bereiter & Scardamalia, 1987; Englert, Raphael, Anderson, Anthony, & Stevens, 1991; Englert, Stewart, & Hiebert, 1988;”
Form and Function in Introducing Narrative and Expository Texts: A Developmental Perspective (2004, background): “Developmentally oriented studies have been concerned mainly with text comprehension (e.g., Meyer & Poon, 2001; Pappas & Pettigrew, 1998), although there is rather less work on developing text production abilities (e.g., Crammond, 1998, on persuasive argumentation; Caswell & Duke, 1988, on genre…”
Instruction in Reading Comprehension for Primary-Grade Students (2005, background): “Moreover, most texts do not represent a single structure but rather mix two or more of them (Meyer & Poon, 2001).”
Expository Text Comprehension: Helping Primary-Grade Teachers Use Expository Texts to Full Advantage (2005, background): “…aimed at teaching text structure illustrate the benefits of structure knowledge for older readers (Armbruster, Anderson, & Ostertag, 1987; Englert & Hiebert, 1984; Henk, 1988; McGee & Richgels, 1985; Meyer, Brandt, & Bluth, 1980; Meyer et al., 2002; Meyer & Poon, 2001; Weaver & Kintsch, 1991).”
Coh-Metrix: Capturing Linguistic Features of Cohesion (2010, methodology): “Also, texts used in two other studies (Lorch & Lorch, 1996; Meyer & Poon, 2001) were excluded from the analysis.”
3. RESEARCH ON TEACHING READING (2004, background): “A recent study by Meyer and Poon (2001) demonstrated that structure strategy training significantly improved recall from texts for both younger adults and older adults.”
Core academic language skills: An expanded operational construct and a novel instrument to chart school-relevant language proficiency in preadolescent and adolescent learners (2014, background): “Although not without some controversy, several studies have provided evidence to suggest that discourse markers affect online processing, text memory, and learning from academic text (Meyer & Rice, 1982; Hyönä & Lorch, 2004; Meyer & Poon, 2001).”
An intervention to improve comprehension of cause/effect through expository text structure instruction. (2014, background): “Most of the text structure research to date has focused on text, i.e., the level of language in which the organization of a series of sentences represents the structure (Meyer & Poon, 2001; Williams et al., 2009).”
Toward an Integrated Framework of Multiple Text Use (2019, background): “…text comprehension by cuing attention to the structural elements of text, facilitating the formation of intratextual connections, and bolstering students’ understanding of text organization, resulting in more coherent recall (Meyer & Poon, 2001; Meyer & Rice, 1982; Spyridakis & Standal, 1987).”
Teaching Expository Text Structure to Young At-Risk Learners: Building the Basics of Comprehension Instruction (2004, background): “Moreover, most texts do not represent a single structure—they mix two or more of them (Meyer & Poon, 2001).”
SARA: A Text-Based and Reader-Based Theory of Signaling (2008, methodology): “In particular, research by Meyer (1975, 1999; Meyer & Poon, 2001; Meyer & Rice, 1982) and by Mayer (Loman & Mayer, 1983; Mayer, 1978; Mayer, Dyck, & Cook, 1984) has been primarily concerned with relations between readers’ textprocessing strategies and their memory for text.”