@article{Ray_Meyer_2017, title={Individual differences in children’s knowledge of expository text structures: A review of literature}, volume={4}, url={https://iejee.com/index.php/IEJEE/article/view/214}, abstractNote={<p>In this review of literature we examine empirical research of individual differences in younger readers’<br>knowledge and use of expository text structures. The goal of this review is to explore the influence of<br>reader and text characteristics in order to better understand the instructional needs of elementary<br>school readers. First we review research which has examined the influence of two textual<br>characteristics: the hierarchical organization of macro-and micro-level propositions and the type of<br>text structure (e.g. collection, comparison, problem-and-solution). Then we review research of three<br>reader characteristics: overall comprehension skill, age, and prior knowledge and how their influences<br>may vary in relation to the aforementioned text characteristics. Our review of research suggests that<br>readers of all ages may benefit from explicit instruction in text structure, particularly less-skilled<br>comprehenders. Text structure instruction should focus on highly structured texts like comparison,<br>causation, and problem-and-solution.</p>}, number={1}, journal={International Electronic Journal of Elementary Education}, author={Ray, Melissa N. and Meyer, Bonnie J. F.}, year={2017}, month={Aug.}, pages={67–82} }