• Naima AITSSI

This study investigated the effects of the explicit teaching of expository top-level structure on overall reading comprehension, structural comprehension, and immediate recall. 66 Moroccan freshmen students studying English as a foreign language volunteered to take part in the experiment and were assigned to either an experimental or a control group. They were pre-tested, received relevant reading instruction, then were post tested. A series of paired and independent T-tests revealed that the students who received explicit top-level structure instruction significantly outperformed the control group students in all three measures of reading comprehension adopted. The results were interpreted and compared with previous research. Several research and pedagogical implications were suggested.

Top-level structure, text structure, reading comprehension, recall.

"Enhancing Reading Comprehension and Recall through Explicit Teaching of Expository Text Top-Level Structure ", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.8, Issue 11, page no.c740-c748, November-2021, Available :http://www.jetir.org/papers/JETIR2111298.pdf

"Enhancing Reading Comprehension and Recall through Explicit Teaching of Expository Text Top-Level Structure ", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.8, Issue 11, page no. ppc740-c748, November-2021, Available at : http://www.jetir.org/papers/JETIR2111298.pdf