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August 16, 2025Written Communication

The Structure of Argumentative Texts Written by Hebrew Speaking Children in Primary Schools: Relationships Between Writing and Reading Comprehension

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Authors

SZSara Zadunaisky‐EhrlichASAnat Stavans

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Overview

Experimental study reveals weak correlations between text structure and reading comprehension in Hebrew-speaking primary school students, indicating complexity varies by grade level.

Key Points

  • Significant associations were found between text structure and grade level, indicating older students produced more complex arguments.
  • The most complex texts were written by higher-grade students, suggesting advanced skills in structuring arguments develop with age.
  • Students' reading comprehension assessed through multiple-choice questions showed weak correlations with text structure complexity.
  • Children with higher scores in inferential reading comprehension produced better-structured and longer texts to support their arguments.

Cite This Study

Zadunaisky‐Ehrlich et al. (2025) studied this question.

synapsesocial.com/papers/68af4546ad7bf08b1ead2fb6https://doi.org/10.1177/07410883251349196
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Also Consider

Synapse has enriched 4 closely related papers on similar clinical questions. Consider them for comparative context:

  1. 1Supporting Fifth-Grade ELLs’ Argumentative Writing Development2014 · 66 citations
  2. 2The effects of text structure instruction on expository reading comprehension: A meta-analysis.2016 · 151 citations
  3. 3They Read, but How Well Do They Understand?2009 · 39 citations
  4. 4Teaching and Learning Argumentation2007 · 213 citations