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Abstract This meta‐analysis synthesizes results from expository text structure interventions designed to increase comprehension for students in kindergarten to grade 12 published between 1970 and 2013. Twenty‐one studies were identified, 19 of which met criteria for a meta‐analysis, including 48 studywise effect sizes that were meta‐analyzed to determine (a) how effective expository text structure interventions are in improving comprehension and (b) what features of expository text structure interventions (e.g., number of text structures taught, type of implementer) are associated with improved comprehension outcomes. A random‐effects analysis yielded a significant mean effect of .95 overall and a significant mean effect of 1 for researcher‐developed comprehension measures. Moderator analyses indicated significant differences in student comprehension outcomes, favoring researchers as implementers, 11–20 hours of interventions, one or two text structures taught, and students in the elementary grades. Instructional features of expository text structure interventions and implications for research and practice are discussed.
Pyle et al. (Mon,) studied this question.