The Effects of Teaching a Text-Structure Based Reading Comprehension Strategy on Struggling Fifth Grade Students' Ability to Summarize and Analyze Written Arguments

The purpose of this research was to examine the effectiveness of teaching fifth grade students with reading difficulties a genre-specific strategy for summarizing and critically analyzing written arguments. In addition, this research explored whether learning this particular reading strategy informe...

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Bibliographic Details
Published inSociety for Research on Educational Effectiveness
Main Authors Haria, Priti, MacArthur, Charles, Santoro, Lana Edwards
Format Report
LanguageEnglish
Published Society for Research on Educational Effectiveness 2010
Subjects
Critical Reading
Elementary School Students
Essays
Grade 5
Instructional Effectiveness
Persuasive Discourse
Reading Comprehension
Reading Difficulties
Reading Strategies
Text Structure
United States (Mid Atlantic States)
Writing Skills
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Summary:The purpose of this research was to examine the effectiveness of teaching fifth grade students with reading difficulties a genre-specific strategy for summarizing and critically analyzing written arguments. In addition, this research explored whether learning this particular reading strategy informed the students' ability to write effective and convincing persuasive essays. The researcher developed reading comprehension strategy named "critical analysis of argumentative text" (CAAT) that guided students in identifying the structural elements of written argument, summarizing, and critically analyzing the content of the argument. The instruction was intended to enhance students' analytical and critical reading skills. (Contains 2 tables.)