Abstract
This paper defines and explains how "top level structures" can be used in the primary classroom to develop readers' ability to comprehend and organise information retrieved from content area texts. A description of the patterns and the words most frequently used to signal top-level structures are tabled, together with an examination of the relationship between them and the three theoretical bases that directly influence readers. A procedure for using top-level structures in the primary classroom is outlined. The paper concludes by stating the benefits of using top- level structures in content area reading for teachers and in turn pupils. The overriding benefits of using top-level structures in content area reading are an increased awareness and control over English language and learning for both students and teachers.
| Keywords: | thinking patterns; mental constructs; English learning; primary school; reading comprehension |
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