Teach+Text+Structures

=Teach Text Structures= by Dana Bard

//"Just as discipline and world knowledge are known to influence comprehension, the role that knowledge of text structure plays in recalling and comprehending texts has been well established (e.g. Armbruster, Anderson & Ostertag, 1987; Meyer, Brandt & Bluth, 1980; Richgels, McGee, Lomax & Shread, 1987; Robinson & Kiewra, 1//995; Slater, Graves & Piche, 1985) (Samuels and Farstrup, p. 68).

Why Teach Text Structure?
//"[D]irect instruction around the structures commonly found in different genres also benefits students, especially those students who may struggle with reading"// (Samuels and Farstrup, p. 68).

Text is code waiting to be decoded. Different kinds of texts are decoded differently. Part of that decoding process is knowing the structure of the genre...which means knowing what to expect which leads to predictions and then interpretations.

We live in a textually rich and complex world; we must approach this act of text decoding frequently as we encounter new forms (or genres). Students need to understand not only the basic characteristics of a genre but also its possible variations, which could be many. Having the knowledge of text structure is like having a decoder ring! It helps the comprehension process immensely. As Samuels and Farstrup explain, many recent studies have shown that explicit text structure instruction increases reading comprehension in all grade levels (p. 68).

Gaining a familiarity with and competency in decoding text structure must be developed over time with early introduction in the primary grades and then continuing in depth and breadth as a student moves through all grade levels. Like an ascending spiral, the student revisits the genres but with each visit on the ascent learns more about their nuances and possibilities. Samuels and Farstrup suggest that teachers could work across grades to determine which elements and structures might be taught when (p. 69).


 * HOWEVER**, they go on to say that it is less important //"which structures are taught when, but (a) that students learn that text is structured and (b) that they develop the ability to take advantage of any particular text's structure in learning and remembering its key information"// (p. 71)

How to Teach Text Structure?

 * Have a wide range of well-structured texts available.
 * These should include examples of the various genres we expect students to comprehend. (Refer to our page Provide Exposure to a Volume and Range of Texts.)


 * Have //compelling// reasons for understanding the structure of a text.
 * Examples offered by Samuels and Farstrup include:
 * Identify the setting and characters of a narrative to perform it as a play.
 * Identify causes and effects of a particular phenomenon for use in creating public-service announcements for the local community.

>
 * Use the gradual release of responsibility teaching model.
 * Explicitly teach text structure.
 * Model its use in reading (and writing).
 * Identify and use the structures of the text collaboratively with students as they take increasing responsibility for understanding the text structure and then using those cues to support their comprehension.
 * Provide opportunities for students to engage with texts independently.
 * A useful and important tool is the use of **graphic organizers.**
 * Story maps to visually map development of the plot
 * Venn diagrams to make compare and contrast analysis more obvious
 * Flowcharts to follow the path from a problem to a possible solution
 * Visual representation in a wide variety of media for the analysis of textual interpretation
 * //"The point about visual representations is that they are **re**-presentations; literally, they allow us to present information **again**. It is through that active, transformative process that knowledge, comprehension, and memory form a synergistic relationship--whatever improves one of these elements also improves the others" (Duke & Pearson, 2002, p. 219).//