Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 3 |
Descriptor
| Comparative Analysis | 3 |
| Reader Text Relationship | 3 |
| Context Effect | 1 |
| Critical Thinking | 1 |
| English | 1 |
| Females | 1 |
| Fiction | 1 |
| Gender Differences | 1 |
| Grade 1 | 1 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| More ▼ | |
Author
Publication Type
| Journal Articles | 3 |
| Reports - Descriptive | 1 |
| Reports - Evaluative | 1 |
| Reports - Research | 1 |
Education Level
| Grade 1 | 3 |
| Elementary Education | 2 |
| Primary Education | 2 |
| Grade 2 | 1 |
| Grade 3 | 1 |
| Grade 4 | 1 |
Audience
| Teachers | 1 |
Location
| Canada | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkDreher, Mariam Jean; Gray, Jennifer Letcher – Reading Teacher, 2009
In this article, we describe how to help primary-grade English language learners use compare-contrast text structures. Specifically, we explain (a) how to teach students to identify the compare-contrast text structure, and to use this structure to support their comprehension, (b) how to use compare-contrast texts to activate and extend students'…
Descriptors: Text Structure, Second Language Learning, Teaching Methods, Comparative Analysis
Cervetti, Gina N.; Bravo, Marco A.; Hiebert, Elfrieda H.; Pearson, P. David; Jaynes, Carolyn A. – Reading Psychology, 2009
This study examined ease of reading, comprehension, and recall and preference for the same scientific content under two conditions: an informational text and a fictional narrative text. Seventy-four third and fourth graders were assessed individually around the reading of fictional narrative and informational texts that were about either snails or…
Descriptors: Nonfiction, Literary Genres, Context Effect, Scientific and Technical Information
Download full textChapman, Marilyn; Filipenko, Margot; McTavish, Marianne; Shapiro, Jon – Canadian Journal of Education, 2007
In this article, we report on grade-one children's preferences for narrative and/or information books, and their perceptions of what boys and girls like to read. Data include responses on two book preference tasks by 40 children in four schools. Children chose books and explained the reasons for their choices. One task was a closed, force-choice…
Descriptors: Females, Reading Material Selection, Literature Appreciation, Grade 1
