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