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This study examined the effects of instruction focusing on text structures on EFL students' comprehension for expository prose. Two classes of twelfth grade students in a Korean high school participated in this study. One of the classes was assigned to the experimental condition, in which a reading strategy based on text structure was taught, and the other to the control condition, in which a conventional reading lesson was given. To assess the instructional effect a pretest-posttest design was employed. The results of this study indicated that teaching text structures markedly improved the Korean students' reading comprehension of expository texts.
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Zeek Chase
reviewed Effects of the Text Structure-Based Reading Strategy on the Comprehension of EFL Classroom Text: An Empirical Investigation of the Effectiveness of Schemata-Based Reading Instructi on December 25, 2010
Effects of the Text Structure-Based Reading Strategy on the Comprehension of EFL Classroom Text: An Empirical Investigation of the Effectiveness of Schemata-Based Reading Instruction for the Students of English as a Foriegn Language, Vol. 253
A detailed book on teaching of vocabulary to second language learners.
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