why are expository texts difficult? janice f. almasi, ph.d. university of kentucky © 2011
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WHY ARE EXPOSITORY TEXTS DIFFICULT?Janice F. Almasi, Ph.D.University of Kentucky © 2011
For Further InformationContact:
The information contained within the following presentation was developed by:
Janice F. Almasi, Ph.D.
University of [email protected]
Why Is Expository Text Structure Difficult?
© 2011Janice F. Almasi, University of Kentucky
We don’t have a lot of informational texts in our classrooms
We don’t provide explicit instruction to teach children how to read these structures
Authors’ signal text structure in varied ways: Introductory paragraphs, sentences, or
headings to signal structure Explicit connectives (cue words) to create
“reader friendly” texts Implicit connectives create “unfriendly” texts
04/10/23Janice F. Almasi, University of Kentucky
Why are Expository Texts Hard?
Publishing companies rely on readability formulas to determine the difficulty of their texts
Readability of expository texts is generally very high
Informational texts have many polysyllabic content words e.g.,
photosynthesisFry, E. (2002). Readability versus leveling. The Reading Teacher 56(3) 286-291
Why are Expository Texts Hard?
© 2011Janice F. Almasi, University of Kentucky
Spiders are not insects. They belong to a group of animals called arachnids. Arachnids have eight legs. Insects have only six. Arachnids do not have wings. Insects do. Spiders use hairs on their bodies to sense the world around them. Insects sense things with feelers, called antennae, that grow on their heads (pp. 6-10).
Comparison structure implied
Why are Expository Texts Hard?(Revised Version of Spiders are not Insects)
Many people think spiders are insects. However, they are not. They belong to a group of animals called arachnids. Spiders differ from insects in many ways. Spiders have eight legs, whereas insects have only six. Spiders do not have wings. However, insects do. Spiders use hairs on their bodies to sense the world around them. In contrast, insects sense things with feelers, called antennae, that grow on their heads.
Janice F. Almasi, University of Kentucky © 2011
Average Number of Syllables per 100 Words 145145140
140
1818
1313
= original text = revised text (52 words) (69 words)
Janice F. Almasi, University of Kentucky © 2011
http://www.readabilityformulas.com/fry-graph-readability-formula.php
A Sample Lesson
Preparing Students to Read Expository Text
Sample Lesson:Problem/Solution
© 2011Janice F. Almasi, University of Kentucky
Examine photographs Describe what you
notice about each photograph
Think about what problems might exist
Think about possible solutions
Freedman, R. (1983). Children of the wild west. New York, NY: Clarion Books
Children of the Wild WestFreedman, R. (1983). Children of the wild west. New York, NY: Clarion Books
04/10/23Janice F. Almasi, University of KentuckyThree girls on their arrival at an Indian boarding school in 1878
(Freedman, 1983, p. 54)
Children of the Wild WestFreedman, R. (1983). Children of the wild west. New York, NY: Clarion Books
04/10/23Janice F. Almasi, University of KentuckyThe same girls fourteen months later (Freedman, 1983, p. 55)
Sample Lesson: Problem/Solution
© 2011Janice F. Almasi, University of Kentucky
Indian
exiled
territory
poverty
treaties
traditional ways
ignored
U.S. Government
settle downProblem Solution
Problem Solution
Problem Solution
Sample Lesson:Problem/Solution
2011Janice F. Almasi, University of Kentucky
Rearrange word cards on your organizer as you read to see how well your predictions matched the author’s ideas
Sample Lesson:Problem/Solution
2011Janice F. Almasi, University of Kentucky
During the 1850s, Indian tribes were persuaded or forced to give up more and more of their territory. In return, the United States government signed hundreds of treaties setting aside reservations for the exclusive use of the tribes. The government also promised to pay the Indians for the loss of their lands. But often the treaties were ignored and the promises forgotten. Many Indians found themselves exiled to isolated reservations where they could no longer hunt and live freely as they had in the past. For them, life on the reservation meant poverty and despair.
Sample Lesson: Problem/Solution
© 2011Janice F. Almasi, University of Kentucky
All along, the Indians were being urged to give up their traditional ways, to exchange their bows and arrows for the white man’s plow. On some reservations, the United States government offered to build brick houses if the Indians would agree to settle down and live as the white man said they should. Many Indians used the brick houses for storage and continued to live in their familiar tipis. Some began to wear the clothing of the white man. Others clung to their traditional Indian robes.
from Freedman, R. (1983). Children of the Wild West (p. 49).New York: Clarion Books.
Adolescent Literacy
Janice F. Almasi, Ph.D.
Carol Lee Robertson Endowed Professor of Literacy
University of Kentucky
Percent of Arkansas’ 12th Graders Meeting College Readiness Benchmarks in Reading 2011
Source: ACT 2011 Profile Report: Arkansas. http://www.act.org/newsroom/data/2011/pdf/profile/Arkansas.pdf
n = 27,020
Percentage of Arkansas’ 12th Graders Meeting College Readiness Standards in Reading by Ethnicity in 2011
Source: ACT 2011 Profile Report: Arkansas. http://www.act.org/newsroom/data/2011/pdf/profile/Arkansas.pdf
Recommendations 1
1.Provide Explicit Vocabulary Instruction
2.Provide Explicit Comprehension Strategy Instruction*
3.Provide Opportunities for Extended Discussion of Text, Meaning and Interpretation*
4.Increase Student Motivation and Engagement in Literacy Learning*
5.Provide Individualized Interventions for Struggling Readers that can be Provided by Trained Specialists
Source: Kamil, M. L., Borman, G. G., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention practices: A Practice Guide (NCEE #2008-4027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc
Recommendations 2
1.Provide Explicit Instruction in Using Effective Comprehension Strategies*
2.Increase the Amount and Quality of Open, Sustained Discussion of Reading Content*
3.Set and Maintain High Standards for Text, Conversation, Questions, and Vocabulary
4.Increase Students’ Motivation and Engagement with Reading*
5.Teach Essential Content Knowledge
Source: Torgesen, J. K., Houston, D. D., Rissman, L. M., Decker, S. M., Roberts, G., Vaughn, S., Wexler, J., Francis, D. J., Rivera, M. O., & Lesaux, N. (2007). Academic literacy instruction for adolescents: A guidance document from the Center on Instruction. Portsmouth, NH: RMC Research Corporation, Center on Instruction.
Common Recommendations
1. Provide Explicit Instruction in Comprehension Strategies Instruction
2. Provide Opportunities for Extended Discussion of Texts
3. Increase Students’ Motivation and Engagement for Literacy
4. Set and Maintain High Standards for Text, Conversation, Questions,and Vocabulary
5. Teach Essential Content Knowledge
4. Provide Explicit Vocabulary Instruction
5. Provide Interventions for Struggling Readers Given by Trained Specialists
IES Practice Guide(Kamil et al., 2008)
COI(Torgesen et al., 2007)
Janice F. Almasi, University of Kentucky © 2011
What Distinguishes Students Who are College Ready in Reading from those Who
Are Not?
Source: ACT, Inc. (2006). Reading between the lines: What the ACT reveals about college readiness in reading.
Iowa City, IA: Author
A challenging core curriculum?NO
Source: ACT, Inc. (2006). Reading between the lines: What the ACT reveals about college readiness in
reading. Iowa City, IA: Author
Ability to Answer Literal Questions??NO
Source: ACT, Inc. (2006). Reading between the lines: What the ACT reveals about college readiness in reading.
Iowa City, IA: Author
Ability to Answer Inferential Questions?NO
Source: ACT, Inc. (2006). Reading between the lines: What the ACT
reveals about college readiness in reading. Iowa City, IA: Author
Ability to Identify Main Idea ?NO
Source: ACT, Inc. (2006). Reading between the lines: What the ACT reveals about college
readiness in reading. Iowa City, IA: Author
Ability to Identify Supporting Details?NO
Source: ACT, Inc. (2006). Reading between the lines: What the ACT reveals about college readiness in reading. Iowa City, IA: Author
Ability to Identify Relationships in Text?NO
Source: ACT, Inc. (2006). Reading between the lines: What the ACT reveals about college readiness in
reading. Iowa City, IA: Author
Ability to Identify Meanings of Words?NO
Source: ACT, Inc. (2006). Reading between the lines: What the ACT reveals about college readiness in reading. Iowa
City, IA: Author
Ability to Draw Conclusions?NO
Source: ACT, Inc. (2006). Reading between the lines: What the ACT reveals about college readiness in reading. Iowa
City, IA: Author
So What does Distinguish Students Who are College Ready in Reading from
those Who Are Not?
Source: ACT, Inc. (2006). Reading between the lines: What the ACT reveals about college readiness in reading. Iowa City, IA: Author
Source: ACT, Inc. (2006). Reading between the lines: What the ACT reveals about college readiness in reading. Iowa City, IA: Author.
Text Complexity!Text Complexity!
What is Text Complexity?
• Relationships: Interactions among ideas or characters in the text are subtle, involved or deeply embedded
• Richness: The text possesses a sizable amount of highly sophisticated information conveyed through data or literary devices
• Structure: The text is organized in ways that are elaborate and sometimes unconventional
• Style: The author’s tone and use of language are often intricate
• Vocabulary: The author’s choice of words is demanding and highly context dependent
• Purpose: The author’s intent in writing the text is implicit and sometimes ambiguous Source: ACT, Inc. (2006). Reading between the lines: What
the ACT reveals about college readiness in reading. Iowa City, IA: Author.