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    Exploring Text Structure Instruction Using Multimodality Modes On Reading Comprehension

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    keramatboy88
    This document provides an overview of a research study exploring how text structure instruction and multimodality can support reading comprehension. The study will investigate how instructional design incorporating multimodal meaning, text structure strategies, and reading steps impacts comprehension. It will also examine how multimodal text structure instruction assists literal and inferential understanding. Data will be collected through lesson reflections, interviews, and assessments from 30-35 high school students exposed to a 7-week intervention teaching problem-solution text structures using multimodal approaches. The goal is to interpret how these methods support comprehending expository texts.

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    Exploring Text Structure Instruction Using Multimodality Modes On Reading Comprehension

    Uploaded by

    keramatboy88
    19 views19 pages
    This document provides an overview of a research study exploring how text structure instruction and multimodality can support reading comprehension. The study will investigate how instructional design incorporating multimodal meaning, text structure strategies, and reading steps impacts comprehension. It will also examine how multimodal text structure instruction assists literal and inferential understanding. Data will be collected through lesson reflections, interviews, and assessments from 30-35 high school students exposed to a 7-week intervention teaching problem-solution text structures using multimodal approaches. The goal is to interpret how these methods support comprehending expository texts.

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    TEXT STRUCTURE INSTRUCTION PPT

    Original Title

    RESEARCH

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    This document provides an overview of a research study exploring how text structure instruction and multimodality can support reading comprehension. The study will investigate how instructional design incorporating multimodal meaning, text structure strategies, and reading steps impacts comprehension. It will also examine how multimodal text structure instruction assists literal and inferential understanding. Data will be collected through lesson reflections, interviews, and assessments from 30-35 high school students exposed to a 7-week intervention teaching problem-solution text structures using multimodal approaches. The goal is to interpret how these methods support comprehending expository texts.

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    19 views19 pages

    Exploring Text Structure Instruction Using Multimodality Modes On Reading Comprehension

    Uploaded by

    keramatboy88
    This document provides an overview of a research study exploring how text structure instruction and multimodality can support reading comprehension. The study will investigate how instructional design incorporating multimodal meaning, text structure strategies, and reading steps impacts comprehension. It will also examine how multimodal text structure instruction assists literal and inferential understanding. Data will be collected through lesson reflections, interviews, and assessments from 30-35 high school students exposed to a 7-week intervention teaching problem-solution text structures using multimodal approaches. The goal is to interpret how these methods support comprehending expository texts.

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    of 19

    EXPLORING TEXT STRUCTURE

    INSTRUCTION USING MULTIMODALITY


    MODES ON READING COMPREHENSION

    SUPERVISORS:
    DR. ADELINA BINTI ASMAWI
    DR. SHANINA BINTI SHARATOL AHMAD SHAH

    PREPARED BY:
    MOHD AIZAT BIN OMAR (PHA160008)
    INTRODUCTION
    • An exploratory basic qualitative research
    • Examining the concept of how text structure
    instruction and its implementation to comprehend
    expository texts
    • Includes the element of multimodality in supporting
    readers’ understanding
    • How both aspects provide a dynamic interaction
    towards enhancing readers’ comprehension (literal and
    inferential)
    Theoretical Background

    • Learning by Design Framework (Cope & Kalantzis,


    2015)
    • Text Structure Knowledge (Meyer, 1985)
    • Literacy Development Cycle (Unsworth & O’ Toole,
    2001).
    Theoretical Background
    • Learning by Design Framework
    Four major pedogogical dimensions with Knowledge Processes
    Theoretical Framework
    • Literacy Development Cycle
    • Incorporates modelled, guided and independent practice in comprehending texts
    in a multimodal perspective
    Theoretical Framework
    • Text Structure Knowledge (Mayer, 1985)
    • Describing relationships between ideas
    Research Objectives
    Research Objective 1: To investigate the design of text
    structure instruction and how it supports comprehension.
    Research Objective 2: To study how multimodal based
    text structure instruction supports readers’
    comprehension of the text.
    Research Questions

    • Research Question 1: How does the design of text


    structure instruction support reading comprehension
    through:
    • Multimodes of meaning
    • Text Structure Strategy (Hierarchical Structure, Signal Words, Graphic
    Organizer)
    • Reading Implementation Steps
    • Research Question 2: How does multimodal based
    text structure instruction assist readers’ level of
    comprehension:
    • Literal
    • Inferential
    Conceptual Framework

    TEXT STRUCTURE INSTRUCTION DESIGN (RQ1)

    MULTIMODAL MODES OF TEXT STRUCTURE READING IMPLEMENTATION STEPS


    MEANING STRATEGY (MEYER,1985) (UNSWORTH & O'TOOLE, 2001)
    (COPE & KALANTZIS, 2015) •HIERACHIAL STRUCTURE
    • ORIENTATION TO THE TEXT
    • READING THE TEXT
    •VISUAL •SIGNAL WORDS • WORKING WITH THE TEXT
    •AUDIO •GRAPHIC ORGANIZER • REVIEWING THE TEXT
    •LINGUISTIC

    MULTIMODAL TEXT STRUCTURE INSTRUCTION (RQ2)

    READING COMPREHENSION
    Multimodal Modes of Meaning
     Among the key ideas within Multiliteracies
     Complexity and interrelationship of different modes of meaning
    Text Structure Stratergy
    • Three main instructional aspects

    Hierarchical Signal words Graphic


    structure • Words that signal
    Organizer
    the structure of • Through elaborations
    • The structure of and inferences,
    problem solution text (Hebert et
    readers go beyond
    as suggested by al., 2016) the concepts
    Meyer (1985) & explicitly mentioned
    Bohaty (2015) in the text
    LDC Reading Implementation Steps
    (Unsworth & O’Toole, 2001)
    • The cycle moves from teacher-controlled lessons towards
    teacher and students working together
    • The final stage includes students’ independently
    “comprehend multimodal texts in conventional and
    electronic formats” (p. 228).
    Research Design

    • Basic qualitative approach (Merriam, 2009)


    • The present study dwells around the concept of text
    structure knowledge plus multimodality and how each
    learner’s experience in implementing this knowledge
    within ESL reading lessons.
    • The study focuses on one aspect of ‘generic qualitative
    research’-interpretative description; derived from the
    constructive epistemology and framed within the
    interpretivism theoretical perspective (Merriam, 2009).
    Selection of Participants
    Purposive Sampling
    • 30-35 respondents representing a class in Sekolah A
    • Generation Z (born in 2003)
    • Proficiency from upper intermediate to intermediate
    • Researcher as participant-self narrative to ‘enable and explore
    any points of leverage, moments or conditions’ (Kennedy-
    Lewis, 2012).
    Instruments
    Instruments Description

    1. Lesson Reflection Exploratory presentation of data with


    acknowledgment of values, beliefs and biases of
    researcher (Cutcliffe, 2003)

    2. Semi-structured Interview Predetermined questions with opportunity for


    further discussion (Mills et al., 2010) with 5 focus
    groups.
    3. Comprehension Authentic Assessment (Grabe & Stoller, 2006)
    Assessment Text structure awareness, main ideas
    comprehension, recalling details, inferencing,
    summarization-based on SPM 1119 format.
    Participant
    No Research Objectives Research Questions Sources of Data
    s

    How does the design of text structure

    instruction support reading comprehension


    To investigate the design of
    through:  Lesson Reflection Teacher
    text structure instruction and
    a) Multimodes of meaning
    1 how it supports  Lesson Plan /Researcher
    b) Text Structure Strategy (Hierarchical
    comprehension.
    Structure, Signal Words, Graphic

    Organizer)

    c) Reading Implementation Steps

    To study how multimodal How does multimodal based text structure


    • Semi-structured
    based text structure instruction assist readers’ level of
    interview
    2 instruction supports readers’ comprehension: Respondents
    comprehension of the text. • Comprehension
    a) Literal
    assessment
    b) Inferential
    Proposed text choices
    Problem & Solution Structure
    A1-SPM 2013 (People & Social Issues) B1-SPM MODULE 1 (Health)
    PROBLEM SOLUTION PROBLEM SOLUTION
    Problems faced by Daniel What the rescues did to Problems (effects) with How to prevent disruptions
    when trapped in his room save him disruptions to sleep to sleep
    during landslide
    A2-SPM 2015 (Values) B2-SPM MODULE 2 (Environment)
    PROBLEM SOLUTION PROBLEM SOLUTION
    What happened to the Steps taken by the team to Problems (effects) with sea what the public can do to
    twin cubs make the twin cubs breathe pollution reduce sea pollution
    B3-SPM MODULE 3 (Science & Technology)
    PROBLEM SOLUTION
    Dangers while online ways to protect yourself
    online
    Reasons for choosing Problem & Solution Structure
    i. More tightly organized type
    ii. Tend to be facilitative for recall and finding specific ideas (Carrell, 1984).
    iii. Organized in the same fashion as cause & effect which requires complex comprehension skills
    (McCormick, 2003)
    iv. Chances of overlapping between problems and solutions (Meyer & Freedle, 1984)
    Data Collection Procedure

    • Seven weeks comprehensive instruction


    • Briefing and assessments (1 weeks)
    • Instruction (5 weeks for five texts)
    • Each text taught across 1 hour lessons three times a
    week for each week.
    • After lesson, the researcher fills the lesson reflection.
    • Interview at the end of each week (5 focus groups)
    THANK YOU

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