The Importance of Genre-Specific Literacy Instruction and Exposure in the Comprehension of Informational Text

• In Event: Poster Session 3
  In Poster Session: Approaches to Fostering Reading Proficiency in Classroom Contexts

Abstract

This study addresses a need for a greater understanding of the role of genre-specific instruction and exposure to informational texts in the ability to comprehend such texts. Hierarchical linear modeling was employed to examine fourth-grade literacy data from a subset of the 2011 Progress in International Reading and Literacy Study (n=6,755). Findings provide tentative evidence for the powerful role of strategy instruction in supporting students in comprehending text that contains information about the social and natural world.

Authors

• Nicola McClung, University of San Francisco

• Diana Alice Hawley, University of San Francisco

• Elaine R. Barry, University of San Francisco

• Jeanette Fox, University of San Francisco

• Michelle Mendoza, University of San Francisco

• Edress Waziri, Livermore Joint Unified School District