ELEMENTARY EXPOSITORY COMPREHENSION

Literature Review: Elementary Expository Differentiated Reading Comprehension

Jennifer Stewart
University of Cincinnati

ELEMENTARY EXPOSITORY COMPREHENSION

Abstract
A literature review was conducted to examine current research (2000-present) on the
most effective methods to teach expository reading comprehension to elementary
students. A total of 10 studies have been included in this review, including research
methods and major findings. Research suggested that small or cooperative learning
groups are ideal for teaching expository comprehension to elementary students, as
opposed to traditional whole-group methods. Based on research findings explicitly
teaching multiple expository strategies is effective for comprehension learning in
elementary students. Overall, most expository research has been conducted in middle
school and beyond. Due to the lack of research on expository instruction for elementary
students, future research on elementary expository instruction is recommended.
Keywords: expository, elementary, comprehension

ELEMENTARY EXPOSITORY COMPREHENSION

Elementary Expository Differentiated Reading Comprehension Instruction

Reading and comprehending expository, or nonfiction and informational, texts is a
required life skill. Expository texts are found in many everyday contexts, such as
textbooks, news articles, instruction manuals, and more, on a regular basis. But
elementary children and adults alike face difficulty comprehending or understanding
expository texts. Additionally, with Common Core Standards being adopted nationwide a
greater emphasis has been placed on reading and comprehending expository texts.
Currently Common Core Standards stress the importance of having all students
comprehend expository texts with a deeper depth of understanding. Following the 2009
National Assessment of Educational Progress Reading Framework, the standards balance
literacy and informational text instruction with a gradual shift from 50% informational
text in fourth grade to 70% informational text in 12th grade (Common Core State
Standards Initiative, 2012a). For these reasons, all teachers, even elementary teachers,
now share the obligation of expository instruction; however, problematically narrative
texts have typically dominated elementary classrooms due to their easy readability and
familiar structure. Elementary teachers feel comfortable using narrative texts in the
classroom, but expository texts are seldom used because they often contain unfamiliar
domain-specific vocabulary words, multiple organizational structures, and text features. A
study on expository text concluded that only 3.6 minutes per day was spent on expository
texts in elementary first grade classrooms (Duke, 2000). Elementary teachers are needed
to build a strong foundation for young readers to learn how to successfully read
expository texts in order to prepare them for the 21st century demands of reading complex
expository texts.

ELEMENTARY EXPOSITORY COMPREHENSION

The purpose of this literature review is to examine current research (2000-present)

on the most effective methods to teach expository reading comprehension to elementary
students in order to determine the best research-based comprehension practices, so that
elementary teachers can implement effective comprehension instruction. Overall, a focus
on reading for meaning and using research-based strategies in elementary schools will
prepare students for learning content in middle school and beyond (Ermis, 2008, p. 88).
Methods
The data-driven research examined for this elementary expository comprehension
review included: (1) strategy instruction (2) structure instruction (3) metacognition
instruction and (4) assessment. Research on comprehension and reading alone were
excluded. Each study selected had to focus partially on some form of expository
instruction or texts used within an elementary setting. Ten studies are included in this
review.
Many electronic search databases and engines were used to find peer-reviewed
journal studies. The search databases and engines included: Academic Research Library,
Education Full Text, Education Research Complete, JSTOR, and ERIC. The search was
limited to full text peer-reviewed journal articles and published in English. Studies
included research printed between the years 2000 to the present. Search terms used
included: elementary, comprehension, informational, scientific, expository, nonfiction,
teaching methods, reading strategies, school children, and instruction. Source types
excluded were periodicals, book chapters, or other research literature reviews.
Findings
Elementary Expository Comprehension

ELEMENTARY EXPOSITORY COMPREHENSION

The following 10 elementary expository comprehension studies are divided into

four subheadings: strategy instruction, structure instruction, metacognition instruction,
and assessment.
Strategy instruction. Five of the ten studies in this literature review were
published during 2006-2014 and explored teaching expository instruction through use of
comprehension strategies, such as predictions, questioning, anticipatory guides, etc.
When teaching strategies, several key steps are utilized including: introducing the
strategy, modeling the strategy, guided practice, independent practice, and ongoing
implementation (Gunning, 2013, p. 315).
In 2006, Mason, Snyder, Sukhram, and Kedem (2006) used a multiple probe
design to examine the effects of expository comprehension and informational writing
using the strategies TWA (think before reading, think while reading, think after reading)
and PLANS (pick goals, list ways to meet goals, make notes, sequence notes). The study
participants were 9 students in fourth grade (with and without disabilities) (Mason et al.,
2006). Based on oral and written retells, when using the TWA and PLANS strategies
student performance was enhanced. After the study all participants agreed that using
TWA and PLANS helped them become better readers and writers and they continued to
independently use the learned strategies in the future.
In 2008, Ermis studied the effects of utilizing graphic organizers for elementary
expository comprehension instruction. Graphic organizers or concept maps visually show
relationships between key and main concepts (Ermis, 2008). Thirty-five students in
second, fourth, and fifth grade were chosen as participants in this field experiment.
Results from the pre and posttests indicated that students from both the control and

ELEMENTARY EXPOSITORY COMPREHENSION

experimental groups made gains on the posttest; however, students who used graphic
organizers to understand expository text made greater gains than students using a
traditional instructional approach. The participants who made the most gains on the pre
and posttest were the students who scored the lowest on the pretest.
Sporer, Brunstein, and Kieschke (2008) investigated the effects of strategy
instruction and reciprocal teaching on reading comprehension in a pre and posttest
quantitative study. Two hundred and ten third through sixth grade students were randomly
chosen as participants. All participants were taught to use four reading strategies
including: predicting, summarizing, clarifying, and questioning. Students practiced these
strategies in one of three intervention conditions: with partners, in teacher-led small
groups, or small reciprocal teaching groups. The fourth group was the control condition.
The control group was implicitly taught the reading strategies in a traditional wholegroup approach. Findings reported that all students in one of the three intervention
conditions outperformed students in the control group based on a reading comprehension
experiment-developed task. Also, students in the reciprocal teaching small group
performed better on the standardized comprehension test compared to students in the
control group.
In 2013, Ortlieb investigated the effectiveness of using anticipatory guides in a
quantitative experimental research study. Anticipatory guides inform readers what to
look for as they are reading, and thus increasing probability of learning (Ortlieb, 2013).
Twenty-four third grade readers struggling to master grade-level skills and content were
chosen to participate in the study. The 24 participants received explicit instruction using
anticipatory guides before and after reading a passage. The control group received

ELEMENTARY EXPOSITORY COMPREHENSION

traditional whole-group classroom instruction and used passages paired with questions.
After 8 weeks a standardized test, which contained both comprehension and vocabulary
questions, was administered to both the treatment and control groups. The standardized
test indicated that the treatment groups mean score gain was 13.5 points, while the
control groups mean gain was 6.8 points (Ortlieb, 2013).
McCown and Thomason (2014) studied the effects of collaborative strategic
reading (CSR) on expository text comprehension and metacognitive awareness in a
quasi-experimental pre and posttest with a nonequivalent control group. Participants were
fifth grade students, including students with disabilities and low achieving students.
During the CSR strategy the two experimental groups previewed the text, practiced selfmonitoring during the actual reading, found the main idea, and afterwards reviewed the
reading by generating questions (McCown & Thomason, 2014). The two control groups
received regular reading instruction without CSR. Qualitative Reading Inventory 5th
edition (QRI-5) pre and posttests showed there was a significant difference in scores. On
the QRI-5 pretest the control groups mean score was 1.75 points higher than the
experimental group, but on the posttest the experimental groups mean score was 2 points
higher than the control group. This data indicates that the experimental group whom used
the CSR strategy made significant gains when compared to students who did not use CSR
(McCown & Thomason, 2014). CSR is an effective strategy when teaching expository
text comprehension and metacognitive awareness.
Structure instruction. Two of the ten studies in this literature review explored
text structure or the way an author organizes his or her ideas (Gunning, 2013, p. 367).

ELEMENTARY EXPOSITORY COMPREHENSION

Hall, Sabey, and McClellan (2005) studied the value of an instructional program
created for teaching expository text structures during small and guided reading groups, as
opposed to traditional whole-group methods. In a pre and posttest multi-group
comparison design study 72 second graders were placed in 3 different groups, which
included a text structure group, content group, and a no instruction group for 6 weeks.
The text structure group focused on text organization awareness, and included expository
strategies such as using clue words and summaries to identify the text structure. The
content group focused on word identification skills and background knowledge
activation. The no content group carried on with their traditional instruction. The GatesMacGinitie Reading Test was an assessment used to determine student ability to
understand content in the instructional program, for example identifying clue words, text
structures, and vocabulary. This test had two subtests: word knowledge and
comprehension. The Gates-MacGinitie Reading Test showed there was no significant
difference in scores, but there was a level effect on word knowledge and comprehension.
A second pre and posttest was administered. This pretest contained 4 measures, including
summary of compare/contrast text, identification of clue words, matrix (graphic
organizers), and vocabulary. The posttest had these same four measures plus an additional
5 measures, which included: use of clue words, conceptual understanding of
compare/contrast, recall of clue words, unstructured text summary, and an additional
compare/contrast summary. The text structure group posttest scores were significant as
they scored higher than the content and no content groups on the measures of matrix,
recall of clue word, and use of clue words. Additionally, the text structure group had a
deeper understanding of the vocabulary. Overall, this study proved that text structure

ELEMENTARY EXPOSITORY COMPREHENSION

instruction is an efficient strategy to increase comprehension of expository texts in

second graders (Hall et al., 2005).
Williams, Hall, Lauer, Stafford, and DeSisto (2005) examined the effects of a text
structure instructional design to teach 128 2nd graders how to comprehend text structure.
Using a pre and posttest design, participants were randomly assigned to groups, including
a content only group, a text structure group, and a no instruction group. The text structure
group used questions, text clue words, and graphic organizers to explicitly teach
participants to recognize the structure or organization of the text (Williams et al., 2005).
The Woodcock Reading Mastery Tests (WRMT) were administered for the pre and
posttests. The text structure group scores were statistically significant compared to the
content only and to the no instruction groups in the following assessment measures:
locating clue words, text structure matrix (both written and oral), and text structure
identification. There was no effect of treatment on the measures of recall of
compare/contrast questions and graphic organizers (web). Based on these results, explicit
comprehension text structure instruction is effective for elementary students (Williams et
al., 2005).
Metacognition instruction. Two of the ten studies published in 2007 and 2009
analyzed the effects of pairing metacognitive instruction and expository comprehension
instruction. Understanding when and where to use reading strategies is a part of
metacognition or thinking about ones thinking (Gunning, 2013, p. 343). A student with
metacognition is aware of his or her own mental processes when reading (Gunning, 2013,
p. 343).

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In 2007, Boulware-Gooden, Carreker, Thornhill, and Joshi examined the value of

direct instruction paired with multiple metacognitive strategies in helping elementary
students comprehension and vocabulary in expository texts. In this qualitative pre and
posttest study the participants were 119 3rd grade students. The intervention group used
various comprehension strategies during instruction, such as think-alouds and graphic
organizers. The comparison group used traditional approaches, such as orally responding
questions, copying definitions, and writing responses to questions. After the 5-week study
pre and posttest scores were analyzed for a criterion-referenced vocabulary and a
standardized reading comprehension test. The results were statistically significant.
According to a Binomial Effect Size Display the intervention group showed 20%
difference in gains in comprehension and a 40% difference in gains in vocabulary
(Boulware-Gooden et al., 2007).
In 2009, Michalsky, Mevarech, and Haibi examined the effects of metacognitive
instruction in elementary students ability to read expository texts in a pre and posttest
quasi-experimental study. Study participants included 108 fourth graders from 4 Israeli
schools. Students were split into three metacognition groups: before reading group,
during reading group, after reading group and one no metacognitive instruction control
group. During the study each participant used the same expository texts for the same
amount of time each week in small cooperative groups. After the study all groups did
improve in their scientific knowledge, but statistically significant differences were
observed between the groups. Based on posttest data the after metacognition group
outperformed all groups, and next the before metacognition group outdid the during
metacognition group. Compared to all groups of participants, the no metacognition group

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had the least gains. Overall, metacognitive instruction paired with expository texts proved
to be more successful than pairing expository texts without metacognitive instruction
(Michalsky et al., 2009).
Assessment. One of the ten studies reviewed examined the effects of using
assessments to guide expository comprehension instruction. Assessment involved
analyzing students current strengths and weaknesses to develop appropriate and timely
expository lessons.
In 2011, a qualitative study by Cummins and Stallmeyer-Gerard investigated if
assessment-driven instruction could help student understanding of expository texts.
Participants included 21 elementary students and a third of those elementary students
qualified for free and reduced lunch. At the beginning of the study participants were not
able to synthesize information in expository texts as measured by two informal
assessments. First, while reading independently students either sketched or wrote down
their thoughts. Secondly, students responded in writing to a read-aloud. Based on these
informal assessments only 5 out of 21 students revealed some level of synthesis in their
responses, rather than only stating facts without looking at the larger main ideas within
the texts. Explicit instruction using think-alouds, read-alouds, and synthesizing minilessons were utilized to address student weaknesses. Qualitative methods were collected
and analyzed, including participant writing samples, lesson transcripts, and field notes
(Cummins & Stallmeyer-Gerard, 2011). Findings indicated that after delivering explicit
instruction a majority of the students grew in their ability to synthesize texts. After
analyzing participants writing samples, 20 participants were now synthesizing the text
and only 1 participant was still stating facts. This information revealed the value of using

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data from assessments to drive the teaching and the learning in expository text instruction
(Cummins & Stallmeyer-Gerard, 2011).
Discussion
In this review of literature ten studies were examined to find the most effective
methods to teach expository reading comprehension to elementary students, so that
elementary teachers can implement effective comprehension instruction. The research
presented argued that teaching expository comprehension in a traditional whole-group
approach is ineffective. Students whose learning occurred in guided or cooperative smallgroups performed better when compared to traditional or whole-group learning (Hall et
al., 2005; Boulware-Gooden et al., 2007; Sporer et al., 2008; Ortlieb, 2013). It is advised
that elementary teachers present expository comprehension lessons in small-guided
reading groups, in pairs, or in cooperative learning groups.
Next, the research suggests that elementary teachers teach multiple expository
strategies, including metacognition strategies. Based on pre and posttests performance
increased in students using multiple reading strategies, such as the CSR or reciprocalteaching strategy (Sporer et al., 2008; McCown & Thomason, 2014). These findings
propose that multiple strategies should be taught together during comprehension
instruction. Findings also indicated that using reading strategies throughout reading a
passage is an effective strategy to teach comprehension in all content areas (Ortlieb,
2013). Students who were taught how to reflect on their mental processing skills or use
metacognition strategies made growth in their ability to comprehend expository texts
(Boulware-Gooden et al., 2007; Michalsky et al., 2009); Thus is it advised that teachers
incorporate metacognition instruction into their comprehension strategy instruction.

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Lastly, teachers need to explicitly teach students how to apply expository

comprehension strategies. Students are better able to grasp expository text content when
strategies are taught explicitly (Williams et al., 2005; Boulware-Gooden et al., 2007;
Cummins & Stallmeyer-Gerard, 2011; Ortlieb, 2013). Implicitly teaching expository
comprehension strategies is not advised. Teachers are recommended to directly teach
elementary students how to use expository comprehension reading strategies through
teacher modeling, guided practice, and independent practice. Additionally, explicit
structure instruction is highly effective for low-performing students. Low achieving
students, including those with disabilities, made the most gains made the most gains on
pre and posttests when provided explicit strategy instruction (Ermis, 2008; McCown &
Thomason, 2014).
Implications for Future Research
There is limited research on expository instruction for elementary students. When
searching for research on expository instruction, most of the research conducted was
intended for middle school students and beyond. Since expository texts are seldom used
in elementary settings research is needed to help educators implement effective
expository comprehension instruction. Further emphasis needs to be placed on
determining what expository instruction looks like in an elementary setting. Additionally,
several of the research studies presented in this literature review were conducted with
small sample sizes and the participants were not always chosen at random. It is suggested
to increase the sample sizes and to select participants at random when conducting
elementary expository research. For all of these reasons, further research on elementary
expository instruction is recommended in order to determine the best research-based

ELEMENTARY EXPOSITORY COMPREHENSION

comprehension practices, so that elementary teachers can implement effective

comprehension instruction.

14

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References
Boulware-Gooden, R., Carreker, S., Thornhill, A., & Joshi, R. M. (2007). Instruction of
metacognitive strategies enhances reading comprehension and vocabulary
achievement of third-grade students. Reading Teacher, 61, 70-77.
Common Core State Standards Initiative. (2012a). Common core state standards for
English language arts & literacy in history/social studies, science, and technical
subjects. Retrieved from http://www.core-standards.org/assets/CCSS_ELA
%20Standards.pdf
Cummins, S., & Stallmeyer-Gerard, C. (2011). Teaching for synthesis of informational
texts with read-alouds. Reading Teacher, 64, 394-405.
Duke, N. (2000). 3.6 minutes per day: The scarcity of informational text in first
grade. Reading Research Quarterly, 35, 202. Retrieved from
http://search.proquest.com/docview/212130677?accountid=2909
Ermis, S. (2008). Using graphic organizers to facilitate elementary students
comprehension of informational text. College Reading Association Yearbook,
(29), 87-102.
Gunning, T. (2013). Fostering Emergent/Early Literacy. Creating Literacy Instruction
For All Students (Eighth Edition ed., pp. 145-151). Boston: Pearson.
Hall, K. M., Sabey, B. L., & McClellan, M. (2005). Expository text comprehension:
Helping primary-grade teachers use expository texts to full advantage. Reading
Psychology An International Quarterly, 26, 211-234.
Mason, L. H., Katie, H. S., Sukhram, D. P., & Kedem, Y. (2006). TWA + PLANS
strategies for expository reading and writing: Effects for nine fourth-grade

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16

students. Exceptional Children, 73, 69-89. Retrieved from

http://search.proquest.com/docview/201207948?accountid=2909
McCown, M. A., & Thomason, G. B. (2014). Informational text comprehension: Its
comprehension: Its challenges and how collaborative strategic reading can help.
Reading Improvement, 51, 237-253.
Michalsky, T., Mevarech, Z. R., & Haibi, L. (2009). Elementary school children reading
scientific texts: Effects of metacognitive instruction. Journal Of Educational
Research, 102, 363-376.
Ortlieb, E. (2013). Using anticipatory reading guides to improve elementary students'
comprehension. International Journal Of Instruction, 6, 145-162.
Sprer, N., Brunstein, J. C., & Kieschke, U. (2009). Improving students' reading
comprehension skills: Effects of strategy instruction and reciprocal teaching.
Learning & Instruction, 19, 272-286.
Williams, J. P., Hall, K. M., Lauer, K. D., Stafford, K. B., DeSisto, L. A., & DeCani, J. S.
(2005). Expository text comprehension in the primary grade classroom. Journal
Of Educational Psychology, 97, 538-550.

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Appendix A
Table 1
Data Analysis Chart
Author(s)
& Date

Participants

Research Problem /
Topic

Nadine
Sporer,
Joachim
C.
Brunstein,
Ulf
Kieeschke

210 3rd- 6th

grade
elementary
students

To study the effects of

strategy
instruction/reciprocal
teaching on students
reading comprehension.

Margaret
Averill
McCown,
Gina B.
Thomason
2014

5th grade
students

To study the effects of

collaborative strategic
reading on informational
text comprehension and
metacognitive awareness.

Shirley
Ermis
2008

35 2nd/4th/5th
grade
students

To study the effects of

utilizing graphic
organizers for
comprehension of
expository texts in
elementary students.

Research
Design/Method
s
Pretest-posttest/
Quantitative

Major Findings

Students in the
reciprocal teaching
small-group
performed better on
standardized
comprehension tests
when compared to a
whole-group
instructor-led
groups.
QuasiStudents using the
experimental
collaborative
pretest-posttest
strategic reading,
nonequivalent
CSR, strategy made
control group
gains on the GatesMacGinitie Reading
test, specifically
low achieving
students (including
those with
disabilities).
Field
Students who used
Experiment/Crit graphic organizers
erion-referenced to understand
tests/pre-testinformational text
posttest
outdid students
using a traditional
read and discuss
instruction.

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18

Linda H.
Mason,
Katie
Hickey
Snyder,
Diana P.
Sukhram,
Yore
Kedem
2006

9 4th grade
students (4
with
disabilities/5
without
disabilities)

To examine the effects of Multiple probe

expository comprehension design
and informational writing
using the strategies TWA
(Think before reading,
think While reading, think
After reading) and
PLANS (pick goals, list
ways to meet goals, And,
make Notes and Sequence
notes).

Sunday
Cummins,
Cate
Stallmeyer
-Gerard
2011

21
elementary
students (1/3
qualified for
free and
reduced
lunch)

To determine if
assessment-driven
instruction can help
student understanding of
expository texts.

Qualitative

Evan
Ortlieb
2013

24 grade 3
struggling
readers

Examines the effect of the

use of using anticipatory
reading guides with
struggling third graders.

Quantitative
experimental
research study

All students
signified that using
TWA and PLANS
helped them
become better
readers and writers.
Based on oral and
written retells,
student
performance was
enhanced and was
maintained when
using strategy
development for
TWA and PLANS.
In analyzing
writing samples, 18
students were
synthesizing and
used details from
the text. On the
other hand, three
students only stated
facts.
Overall, a majority
of the students grew
in their ability to
synthesize texts.
Study reveals the
importance of the
teaching-learning
cycle to involve
students more
intensely in
expository text
study.
Struggling readers,
across many
subjects, used
anticipatory guides
and practiced with
reading strategies.
Findings indicate
struggling readers
performance
increased when

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19

Regina
BoulwareGooden,
Suzanne
Carreker,
Ann
Thornhill,
R.
Malatesja
Joshi 2007

119 3rd grade

students for
5 weeks

Examines the value of

direct instruction paired
with metacognitive
strategies in helping
students comprehension
of expository texts.

Pre/post tests
Qualitative

Kendra M.
Hall,
Brenda L.
Sabey,
Michelle
McClellan
2005

72 2nd
graders were
placed in 3
different
groups,
which
included text
structure/con
tent/ no
instruction
for 6 weeks.
The 72
students
were pulled
from 6
different
classes.

Explored the value of

teaching expository text
structures during small
and guided reading
groups, as opposed to
traditional whole-group
methods.

Pre/post multigroup
comparison
design

Tova
Michalsky,
Zemira R.
Mevarech,
Llora
Haibi
2009

108 4th grade

elementary
students
were
randomly
selected
from 4
Israeli
schools.

Examined effects of
metacognitive instruction
in elementary students
ability to read expository
texts at various phases
and their metacognitive
awareness. Students were
split in metacognition
groups, including before
reading, during reading,

Pretest/posttest
quasiexperiment

students were
taught to think
about what would
be asked of them
before/after reading
a passage.
Metacognitive
instruction proved
to be beneficial in
comprehension
instruction over
instruction in the
comparison school.
20% gains in
comprehension
occurred for the
metacognition
group.
Results suggest that
text structure
instruction is an
efficient strategy to
increase
comprehension of
expository texts in
second graders.
This study includes
expository
strategies such as,
clue words,
summaries, and
compare and
contrast text
structure
identification
In study
participants pairing
metacognitive
instruction with
expository texts
proved to be more
effective when
compared to
participants using
expository texts

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20

after reading and no

metacognitive instruction.

Joanna P.
Williams,
Kendra M.
Hall,
Kristen D.
Lauer, K.
Brooke
Stafford,
Laura A.
DeSisto
2005

128 2nd
graders (ages
7-8)

Examined the effects of a

text structure instructional
design to teach 2nd graders
how to comprehend text
structure. Students were
randomly assigned to
groups, including content
only, text structure, and
no instruction. Text
structure group members
used questions, text clue
words, and graphic
organizers.

Pretest/posttest

without
metacognitive
instruction.
Indicates that
explicit instruction
is required to teach
students to
effectively read
expository texts.
Results indicate that
explicit
comprehension text
structure instruction
is effective for
elementary students
(2nd graders). They
were able to
transfer their
learning to new
content.