ORIGINAL ARTICLE
Commun Sci Disord. 2018;23(1): 83-93.
Published online March 31, 2018.
doi: https://doi.org/10.12963/csd.18465
Reading Comprehension of Expository Texts in School-Aged Children according to Text Structure and Question Type
Minhae Park, and Kyung Hee Jung
Department of Speech and Language Pathology, Graduate School of Rehabilitation and Welfare, Yongin University, Yongin, Korea
Corresponding Author: Kyung Hee Jung ,Tel: +82-31-8020-2864, Fax: +82-31-8020-3075, Email: 1012jkh@hanmail.net
Received January 4, 2018  Revised: February 28, 2018   Accepted March 6, 2018
Share :  
ABSTRACT
Objectives
The purpose of this study is to investigate the characteristics of school age children’s reading comprehension of expository texts based on different text structures and question types.
Methods
A total of 54 children participated in this study. We presented assignments that tested children’s comprehension of expository texts specifically designed with different text structures.
Results
First, students in higher grades showed better performance across all text structures. However, significant differences in performance based on the text structures of scripts were only found between 2nd grade and 6th grade students and between 4th grade and 6th grade students. Students in every grade showed high performance on comprehension of process writings but low performance on comprehension of persuasive writings. Results from other text structures varied between grades, while the differences between grades were significant for comparison/contrast, listing, and persuasive text structures. Second, students in higher grades showed better performance on all question types; however, analogous to the previous result, significant differences in performance based on question types were only found between 2nd grade and 6th grade students and between 4th grade and 6th grade students. Students in every grade showed high performance on identification of details but low performance on identification of main topic. Results from other question types varied between grades, while the differences among grades pertaining to question types were significant for text structure and inference questions.
Conclusion
These results demonstrate that children’s strategy in identifying text structures and comprehending expository texts develop notably during later grades in elementary school.
Keywords: School-aged children | Reading comprehension | Expository text | Persuasion | Text structure
Editorial office contact information
Department of Speech and Language Pathology
College of Health Sciences, Chosun University,
309, Pilmun-daero, Dong-gu, Gwangju, 61452, Republic of Korea
Tel: +82-502-196-1996   Fax: +82-62-230-6271   E-mail: kjcd@kasa1986.or.kr

Copyright © by Korean Academy of Speech-Language Pathology and Audiology. All right reserved.
About |  Browse Articles |  Current Issue |  For Authors and Reviewers
powerd by m2community