{"id":{"repo_id":"unt","oai_identifier":"info:ark/67531/metadc3035"},"canonical_url":"https://search.dev.ndltd.org/etd/unt/info:ark/67531/metadc3035","repository":{"repo_id":"unt","name":"University of North Texas","base_url":"https://digital.library.unt.edu/oai/"},"display":{"title":"Effects of Teaching Reading Through Discussion of Text Structures.","abstract":"The purpose of this study was to investigate the effectiveness of teaching reading through discussion of text structures on students' reading comprehension. The design of the study was a Pretest-Posttest Control-Group Design. One hundred twenty-six sophomore and senior Thai college students majoring in English and attending afternoon English classes participated in the 10-week study and were randomly assigned to an experimental group and a control group. The experimental group received reading instruction in the characteristics of narrative and expository text structures and how to discuss the details of story by applying knowledge of text structures. The control group, on the other hand, read each story silently by themselves and answered comprehension questions. The posttest means of the two groups were compared, and a t test was used to test the significance difference of the means. The results did not reveal any differences between the means. The short time of the intervention may be a crucial factor that made the two strategies yield the same effects. However, the survey responses showed the participants liked reading through discussion of text structures more than reading by themselves.","abstract_html":"The purpose of this study was to investigate the effectiveness of teaching reading through discussion of text structures on students' reading comprehension. The design of the study was a Pretest-Posttest Control-Group Design. One hundred twenty-six sophomore and senior Thai college students majoring in English and attending afternoon English classes participated in the 10-week study and were randomly assigned to an experimental group and a control group. The experimental group received reading instruction in the characteristics of narrative and expository text structures and how to discuss the details of story by applying knowledge of text structures. The control group, on the other hand, read each story silently by themselves and answered comprehension questions. The posttest means of the two groups were compared, and a t test was used to test the significance difference of the means. The results did not reveal any differences between the means. The short time of the intervention may be a crucial factor that made the two strategies yield the same effects. However, the survey responses showed the participants liked reading through discussion of text structures more than reading by themselves.","abstract_has_math":false,"creators":["Piyanukool, Surachai"],"institution":"University of North Texas","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":["Allen, Diane D.","Chelliah, Shobhana Lakshmi","Zeek, Cathy"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2001,"date_issued":"2001-12","date_published":"2001-12","updated_at":"2026-07-24T05:34:52Z","subjects":["English language -- Study and teaching (Higher) -- Foreign speakers.","Reading.","Comprehension.","reading comprehension","teaching effectiveness","discussion","text structures","characteristics","expository text"],"languages":["English"],"rights":["Public","Copyright","Piyanukool, Surachai","Copyright is held by the author, unless otherwise noted. All rights reserved."],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["oclc: 51923741","https://digital.library.unt.edu/ark:/67531/metadc3035/","ark: ark:/67531/metadc3035"],"render_values":[{"text":"oclc: 51923741","href":null,"code":true},{"text":"https://digital.library.unt.edu/ark:/67531/metadc3035/","href":"https://digital.library.unt.edu/ark:/67531/metadc3035/","code":true},{"text":"ark: ark:/67531/metadc3035","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.12794/metadc3035","outbound_label":"DOI","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Allen, Diane D.","Chelliah, Shobhana Lakshmi","Zeek, Cathy"]},{"key":"dc:creator","label":"Author","values":["Piyanukool, Surachai"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2001-12"]},{"key":"dc:publisher","label":"Institution","values":["University of North Texas"]},{"key":"dc:type","label":"Dc Type","values":["Thesis or Dissertation"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["English language -- Study and teaching (Higher) -- Foreign speakers.","Reading.","Comprehension.","reading comprehension","teaching effectiveness","discussion","text structures","characteristics","expository text"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["Public","Copyright","Piyanukool, Surachai","Copyright is held by the author, unless otherwise noted. 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The experimental group received reading instruction in the characteristics of narrative and expository text structures and how to discuss the details of story by applying knowledge of text structures. The control group, on the other hand, read each story silently by themselves and answered comprehension questions. The posttest means of the two groups were compared, and a t test was used to test the significance difference of the means. The results did not reveal any differences between the means. The short time of the intervention may be a crucial factor that made the two strategies yield the same effects. However, the survey responses showed the participants liked reading through discussion of text structures more than reading by themselves."]},{"key":"dc:format","label":"Dc Format","values":["Text"]},{"key":"dc:title","label":"Title","values":["Effects of Teaching Reading Through Discussion of Text Structures."]}]}],"canonical_facts":{"dc:contributor":["Allen, Diane D.","Chelliah, Shobhana Lakshmi","Zeek, Cathy"],"dc:creator":["Piyanukool, Surachai"],"dc:date":["2001-12"],"dc:description":["The purpose of this study was to investigate the effectiveness of teaching reading through discussion of text structures on students' reading comprehension. The design of the study was a Pretest-Posttest Control-Group Design. One hundred twenty-six sophomore and senior Thai college students majoring in English and attending afternoon English classes participated in the 10-week study and were randomly assigned to an experimental group and a control group. The experimental group received reading instruction in the characteristics of narrative and expository text structures and how to discuss the details of story by applying knowledge of text structures. The control group, on the other hand, read each story silently by themselves and answered comprehension questions. The posttest means of the two groups were compared, and a t test was used to test the significance difference of the means. The results did not reveal any differences between the means. The short time of the intervention may be a crucial factor that made the two strategies yield the same effects. 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