Many have argued for more informational text to be incorporated into the curriculum, even in the earliest grades. However, it has traditionally been thought that narrative text should precede informational text when introducing children to literacy. Still several studies have demonstrated that preschool children are capable of learning from these texts. Because informational texts are being introduced even in the earliest grades, preschool teachers are in need of ways to assess their students' ability to handle early forms of informational texts. The Early Expository Text Comprehension Assessment (EECA) was developed to help teachers understand the comprehension abilities of their preschool children across several informational text structures. As part of a larger study, the third iteration of this assessment measure, called the EECA-R3, was examined for concurrent validity with the Test of Story Comprehension (TSC), a subtest of the Narrative Language Measure (NLM). Data came from 108 preschool children between the ages of four and five who were attending one of six title one preschools or one of four private preschool classrooms. Correlations that were run between the TSC and the EECA-R3 to determine concurrent validity were positive and significant, suggesting that the EECA-R3 is valid.

During the past several years, the Common Core State Standards has created a greater demand for students in public schools to comprehend and analyze expository text. In order to prepare students for work with expository text, beginning with kindergarten, more emphasis and standards have become prevalent in preschool classrooms as well. The Early Expository Comprehension Assessment, Revised 3rd Edition (EECA R-3) was developed to aid preschool teachers in determining what aspects of expository text a student understands, including recognition of different structure types. This study with the EECA R-3 extends previous studies using earlier iterations of the assessment. One hundred and eight children, between 3 and 5 years of age, from eight Title I classrooms and two private university preschool classrooms were administered two forms of the EECA R-3 to determine its reliability. A Many Facets Rasch Model was used to determine the reliability of the EECA R-3's test items on both forms. Results indicate that the EECA R-3 is a reliable measurement tool. Problematic items from the previous iteration of the EECA were addressed. New problematic items were acknowledged with suggestions to change instruction or scoring on said items.

Poor informational reading and writing skills in early grades and the need to provide students more experience with informational text have been identified by research as areas of concern. Wilkinson and Son (2011) support future research in dialogic approaches to investigate the impact dialogic teaching has on comprehension. This study (N = 39) examined the gains in reading comprehension, science achievement, and metacognitive functioning of individual second grade students interacting with instructors using dialogue journals alongside their textbook. The 38 week study consisted of two instructional phases, and three assessment points. After a period of oral metacognitive strategies, one class formed the treatment group (n=17), consisting of two teachers following the co-teaching method, and two classes formed the comparison group (n=22). The dialogue journal intervention for the treatment group embraced the transactional theory of instruction through the use of dialogic interaction between teachers and students. Students took notes on the assigned lesson after an oral discussion. Teachers responded to students’ entries with scaffolding using reading strategies (prior knowledge, skim, slow down, mental integration, and diagrams) modeled after Schraw’s (1998) strategy evaluation matrix, to enhance students’ comprehension. The comparison group utilized text-based, teacher-led whole group discussion. Data were collected using different measures: (a) Florida Assessments for Instruction in Reading (FAIR) Broad Diagnostic Inventory; (b) Scott Foresman end of chapter tests; (c) Metacomprehension Strategy Index (Schmitt, 1990); and (d) researcher-made metacognitive scaffolding rubric. Statistical analyses were performed using paired sample t-tests, regression analysis of covariance, and two way analysis of covariance. Findings from the study revealed that experimental participants performed significantly better on the linear combination of reading comprehension, science achievement, and metacognitive function, than their comparison group counterparts while controlling for pretest scores. Overall, results from the study established that teacher scaffolding using metacognitive strategies can potentially develop students’ reading comprehension, science achievement, and metacognitive awareness. This suggests that early childhood students gain from the integration of reading and writing when using authentic materials (science textbooks) in science classrooms. A replication of this study with more students across more schools, and different grade levels would improve the generalizability of these results.

Although the implementation of the Common Core State Standards has included more informational texts in early grades to emphasize reading to gain knowledge (Green, 2012; Roskos & Neuman, 2014), the lack of available expository assessments leaves teachers unsure of what students need to know in order to be successful comprehenders of these texts (Hall, Markham, & Culatta, 2005; Harding, 2014). Moreover, there are very few early expository assessments available which makes it difficult for teachers to monitor young children's expository text knowledge and skills and then adjust their instruction to meet children's unique needs. The EECA R-2 is an early expository assessment measure that was created in order to meet these demands. Data from 128 preschoolers between the ages of four and five in seven different Title I classrooms were collected to determine the reliability and validity of the EECA R-2. Children were given the Test of Story Comprehension (TSC) subtest of the Narrative Language Measures (NLM) Preschool Assessment as well as two versions of the EECA R-2. A Many Facets Rasch model was used to determine reliability and to allow for examination of individual test items. In addition, correlations were run between the NLM and the EECA to determine the validity of the EECA. Results indicate the EECA R-2 is a reliable and valid measure. High reliability was obtained for all facets (rater .00, person .97, and form .96). Items 6-13, 15, 18, and 23 were deemed quality items. Items 1, 2, 5, 15, 16, 20, 21, 25, and 26 were deemed problematic items. There was a positive correlation between the TSC subtest of the NLM Preschool Assessment and the EECA R-2 tasks (r=.76, p= ≤.01). Future research could include another rendition of the EECA in order to gain a better understanding of the problematic items. Doing so could support teachers in assessing student abilities and preparing classroom instruction that targets specific areas of focus to move learning to higher levels.

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This study investigated the reliability of the revised Early Expository Comprehension Assessment (EECA), a measure that looked at preschoolers' comprehension of expository text. Thirty-seven preschool children between the ages of four and five were administered two comparable versions of the measure by two examiners. Scoring procedures were created and the protocols were scored and compared for reliability. The data was analyzed using a mixed models Analysis of Variance for repeated measures and a maximum likelihood estimate of variance components. Results from the analysis showed that version and order had no significant effect on three of the response task scores (Purpose of the Text, Problem/Solution Retelling, and Problem/Solution Mapping), indicating these tasks were reliable. Results showed that variation due to controlled administration variables (version and order) was larger as compared to variability among the subjects in two of the response task scores (Graphics and Problem/Solution Questions), indicating these tasks to be unreliable.

No description available.

The aim of this study was to quantitatively measure refutation text's power for conceptual change while qualitatively discovering students' preference of refutation or expository text structures. This study also sought to examine if religious interest levels predict conceptual change. Participants for this study were 9th, 10th-, 11th-, and 12th-grade seminary students from the private religious educational system of The Church of Jesus Christ of Latter-day Saints (LDS). The study was conducted in two sessions. Session 1 involved pretesting, interventions, and posttesting. Session 2 involved delayed posttesting and participant interviews. Results were predominately measured quantitatively with some qualitative interview analysis added to enrich the study. This research study provides insight into the refutation text effects in LDS religious education. Results of the study showed significant differences in conceptual change between participants reading refutation texts and those reading expository texts. In every case, the refutation text group performed higher on posttests than did the expository group. Results also showed participant preference toward refutation text structures. Furthermore, the study found significant correlations that verify topic interest as a possible predictor of conceptual change. Insights are valuable in aiding curriculum developers in implementing effective ways to teach doctrinal principles by utilizing refutation text interventions. The advantages of this research study add to educational research and identify areas for improvement and exploration in further research. This study of refutation text effects in religious education also broadens researchers' understanding of refutation text's power for conceptual change in subjects outside of K-12 science. Results of this study are of interest to researchers, teachers, curriculum writers, and LDS seminary teachers and administrators.

The aim of this study was to quantitatively measure refutation text's power for conceptual change while qualitatively discovering students' preference of refutation or expository text structures. This study also sought to examine if religious interest levels predict conceptual change. Participants for this study were 9th, 10th-, 11th-, and 12th-grade seminary students from the private religious educational system of The Church of Jesus Christ of Latter-day Saints (LDS). The study was conducted in two sessions. Session 1 involved pretesting, interventions, and posttesting. Session 2 involved delayed posttesting and participant interviews. Results were predominately measured quantitatively with some qualitative interview analysis added to enrich the study. This research study provides insight into the refutation text effects in LDS religious education. Results of the study showed significant differences in conceptual change between participants reading refutation texts and those reading expository texts. In every case, the refutation text group performed higher on posttests than did the expository group. Results also showed participant preference toward refutation text structures. Furthermore, the study found significant correlations that verify topic interest as a possible predictor of conceptual change. Insights are valuable in aiding curriculum developers in implementing effective ways to teach doctrinal principles by utilizing refutation text interventions. The advantages of this research study add to educational research and identify areas for improvement and exploration in further research. This study of refutation text effects in religious education also broadens researchers' understanding of refutation text's power for conceptual change in subjects outside of K-12 science. Results of this study are of interest to researchers, teachers, curriculum writers, and LDS seminary teachers and administrators.

La recherche s’inscrit dans le cadre de la didactique du français langue seconde en contexte scolaire. Elle a pour objet d’étude les textes expositifs, c’est-à-dire ceux qui synthétisent les éléments de savoirs à acquérir. A partir de l’analyse d’un corpus de textes expositifs extraits de manuels scolaires de cycle 3 d’histoire et de géographie, la recherche se propose de définir une démarche explicite de la compréhension adaptée aux compétences et aux besoins des élèves allophones nouvellement arrivés. Pour cela, les facteurs d’hétérogénéité, le contexte de la scolarisation, les caractéristiques de ces textes et le processus de compréhension en lecture en langue seconde sont explorés. La démarche envisagée se veut active et collaborative et comprend deux étapes essentielles : un enrichissement préalable des connaissances linguistiques orales des élèves puis des activités variées qui permettent des manipulations sur le texte, notamment expansion, reformulation, surlignage ou déplacement d’éléments linguistiques et développement progressif de la complexité syntaxique. Dans une troisième étape, complémentaire, le texte expositif devient un support privilégié pour initier les élèves allophones à l’étude du fonctionnement de la langue française, les apprentissages menés venant soutenir, dans un mouvement de va-et-vient la compréhension en lecture.La recherche se veut conjointement une contribution à l’étude des discours d’enseignement dans leur modalité écrite et à la réflexion méthodologique de la didactique du français langue seconde dans le système éducatif français. / The research is related to didactics of French as a second language in a schooling context. It is based on the study of expositive texts, those which synthetize the parts of knowledge to be acquired. Based on the analysis of a corpus of expositive texts taken from primary school Geography and History books, the research subject tries to define an explicit teaching approach adapted to skills and needs of newly-arrived allophone pupils.For that purpose, shared mixed factors in the audience, the context in which pupils attend school, characteristics of expositive texts (for which we provide a typology), and the process in reading comprehension as a second language will be deeply studied. The approach which will be then considered tends to be active and collaborative and has two essential steps : first an enrichment of the pupils' oral linguistic knowledge, then various activities enabling to apprehend the text such as expanding it, rephrasing it, highlighting linguistic phrases or moving them in the text, and finally developing syntactic complexity in a progressive way.In a third step, which will be complementary, the expositive text becomes the major medium to initiate allophone pupils to the study of the functioning of French language, bearing in mind that carried out learnings will constantly help reading comprehension throughout the lesson.The research also wants to contribute to the study of written teaching methods and a methodological thought concerning didactics of French as a second language in the French educational system.