Explicit Instruction of Pure Text Structure: Arming Maturing Readers for Expository Science Texts

This study was conducted to find out if explicit instruction of pure text structure improves comprehension of science expository texts among maturing readers. All reading selections used were written having the pure text pattern and arranged into thematic units. Seventy maturing readers were selected and matched through a silent comprehension test. Maturing readers were classified according to three levels of reading comprehension: advanced maturing, middle maturing, and beginning maturing. The seventy participants were equally divided and matched into two groups (the control group and the experimental group) which were as follows: 11 advanced maturing, 17 middle maturing, and 7 beginning maturing. Each group had a total of 35 member participants. The control group received the conventional instruction while the experimental group received the explicit instruction. The experimental group which received the explicit instruction outperformed the control group which in turn received the conventional instruction.