Using top-level structures to enhance reader comprehension of content area texts

Peter Thomas BODYCOTT

Research output: Contribution to journalArticles

Abstract

This paper defines and explains how "top level structures" can be used in the primary classroom to develop readers’ ability to comprehend and organise information retrieved from content area texts. A description of the patterns and the words most frequently used to signal top-level structures are tabled, together with an examination of the relationship between them and the three theoretical bases that directly influence readers. A procedure for using top-level structures in the primary classroom is outlined. The paper concludes by stating the benefits of using top-level structures in content area reading for teachers and in turn pupils. The overriding benefits of using top-level structures in content area reading are an increased awareness and control over English language and learning for both students and teachers.
本文闡釋「高層結構」在小學的教室中如何運用,和有助讀者從學習的文體中,發展瞭解和取得有關資訊的能力。表達「高層結構」的描述性詞句以表列方式呈現,並附加考證所得關係和直接影響讀者的三項理論性基礎。本文更勾劃於小學使用「高層結構」的程序,並以教師運用「高層結構」於所閱讀的內容範圍,使教師、學生受益作結論。運用「高層結構」的最主要利益在增加教師、學生對英語和學習的認識及掌握。Copyright © 1997 New Horizons in Education.
Original languageEnglish
Pages (from-to)28-35
JournalNew Horizons in Education
Volume38
Publication statusPublished - Nov 1997

Citation

Bodycott, P. (1997). Using top-level structures to enhance reader comprehension of content area texts. New Horizons in Education, 38, 28-35.

Keywords

  • Thinking patterns
  • Mental constructs
  • English learning
  • Primary school
  • Reading comprehension
  • Alt. title: 運用高層結構增長讀者掌握閱讀內容範圍

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