report (opinion/argument, informational, narrative), or sub-types of text such as description, sequence, cause and effect, etc. Typically, when educators hear the term text structure, they think of the broader structures associated with the three major types of text identified in the I.E.S. With respect to informational text, meta-analyses have also documented positive impacts.” (p. “We have long known that students benefit from instruction in common structures and elements of narrative or story text (e.g., identifying characters, setting, goal, problem, events, resolution, and theme). Duke, Ward, and Pearson (2021) note that a significant amount of research has examined the impact of text structure instruction. Readers and writers who are familiar with text structure recognize how the information is unfolding (Akhondi et al., 2011). A Focus on Text StructureĪs noted above, the goal of this post is to identify different types of text structures and how explicit instruction can support both reading comprehension and writing. The report’s conclusion: evidence shows that having students write about the material they read enhances their reading abilities, including reading comprehension. The report notes that reading and writing are both communication activities, and writers gain insight about reading by creating their own texts, leading to better comprehension of texts produced by others. Writing Supports Reading: The Writing to Read report summarized the research evidence for how writing can improve reading. Reading Supports Writing: One of the guide’s recommendations is to show exemplars of sample text to teach students the key features of text (including text structure, organization, grammar, spelling, use of literary devices, and sentences) for the three major genres of text (opinion/argument, informational, narrative) to help students write these types of text. The Institute of Education Sciences 2017 research guide Teaching Secondary Students to Write Effectively (Graham et al., 2017) notes that reading and writing share cognitive processes, and point out Fitzgerald and Shanahan’s (2000) shared knowledge model that “conceptualizes reading and writing as two buckets drawing water from a common well or two buildings built on the same foundation.” In general, there is a strong case to be made for integrating writing and reading comprehension instruction. Benefits of Integrating Reading and Writing Instruction This post explores the different types of text structure that can be taught explicitly to support writing and reading, and recommends combining reading and writing instruction when teaching about text structure. What is text structure, and why should teachers teach it? Text structure is unique to written language, and awareness of text structure supports both writing and reading comprehension.
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