Differential Competencies Contributing to Children's Comprehension of Narrative and Expository Texts

Best, Rachel; Floyd, Randy G.; McNamara, Danielle S.

doi:10.1080/02702710801963951

Cited by 301 publications

(308 citation statements)

References 45 publications

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“…La mayor parte de las investigaciones sobre comprensión textual en niños pequeños se ha ocupado de los textos narrativos, por ser estos de lectura más frecuente, tanto en el hogar como en ámbitos educativos. No obstante, en la última década se ha comenzado a atender también a la comprensión de textos expositivos (Best, Floyd & McNamara, 2008;Candela, 2006).…”

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Dificultades en la Comprensión de Textos Expositivos en Niños de los Primeros Grados de la Escuela Primaria

2015

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Se exploran las dificultades de comprensión de textos expositivos en una muestra no probabilística por conveniencia de niños (N = 317) hablantes de español de 2º (7,77 años en promedio), 3º (9,01 años) y 4º (10,03 años) grado de 2 escuelas primarias de Córdoba, Argentina (154 mujeres y 163 varones). El objetivo fue identificar dificultades para comprender textos, atendiendo a los procesos cognitivos implicados y a los factores textuales. Se seleccionaron 5 textos con diferentes características (estructura y familiaridad del vocabulario) y se realizaron preguntas literales e inferenciales. Los niños debían leer los textos y responder de forma oral. Los resultados se analizaron cuantitativa (ANOVA y prueba t de Student) y cualitativamente (análisis por categorías). Se encontraron diferencias en preguntas literales, inferenciales y totales. Los alumnos de 4° grado obtuvieron puntajes más altos que los de 2° y 3°. No obstante, en general, se identificaron problemas en preguntas inferenciales que requerían explicar causas o consecuencias y relacionar información textual con conocimiento previo. Aunque en las literales el desempeño fue mejor, se observaron dificultades para recuperar conceptos explicitados en el texto. Palabras clave: comprensión, texto expositivo, información literal, información inferencialThis article explores the difficulties for understanding expository texts in a non-probability convenience sample of Spanish-speaking primary school children (N = 317) attending grades 2 (aged 7.77 on average), 3 (9.01), and 4 (10.03) at 2 primary schools in Córdoba, Argentina (154 females and 163 males). Its aim was to identify difficulties for understanding texts, considering the cognitive processes and the textual factors involved. Five texts with different characteristics (structure and vocabulary familiarity) were selected, about which literal and inferential questions were asked. Students were required to read each text and answer the questionnaire orally. The results were analyzed quantitatively (ANOVA and Student's t test) and qualitatively (categorical analysis). Differences were observed among groups in literal and inferential questions as well as in total scores. Grade 4 students scored higher than those in grades 2 and 3. Nevertheless, in general, difficulties related with inferential processes were observed, specifically with inferential questions requiring students to explain causes or consequences and link textual information with prior knowledge. Even though students performed better in literal questions, they had difficulties extracting textually explicit concepts.

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Dificultades en la Comprensión de Textos Expositivos en Niños de los Primeros Grados de la Escuela Primaria

2015

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“…It is well documented, for example, that young readers comprehend narrative texts more easily than expository texts and that different skills are needed for understanding narrative texts and expository ones (Best et al, 2008;Diakidoy, Stylianou, Karefillidou, & Papageorgiou, 2005). When comparing them, researchers name several major different features of each type of text.…”

Section: Text Typesmentioning

confidence: 99%

“…This is not the same in the case of the texts children encounter later. Usually, after third grade, reading activities rely heavily on reading expository texts, with the emphasis on comprehension (Best, Floyd, & McNamara, 2008).…”

Section: Text Typesmentioning

confidence: 99%

Actes du Symposium international sur la litéracie à l’école = International Symposium for Educational Literacy (SILE/ISEL)

2016

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“…This exceedingly rich, extensive research has shown the basal specifics and major intricacies governing the sense-making procedure in the reading behavior among EFL learners. Also, tackling the influence of text genre (i.e., narrative, expository) on strategic reading processes has been the primary focus of a group of reading specialists and researchers (e.g., Afflerbach, 1990;Best et al, 2008;Yoshida, 2012). This has shed light on the interdependency and "interactivity" between the variable of strategy use and the variable of text typology.…”

Section: Introductionmentioning

confidence: 99%

“…7, No. 2; expository type in their academic studies, many reading researchers have opted for investigating the reading process by including these two typologies of texts in their studies (i.e., Best et al, 2008;Baretta et al, 2009;Yoshida, 2012). However, most relevant literature on reading research has tended to manifest the plain influence of text genre on learners' reading processes/ strategies and thinking mechanisms during text analysis and meaning synthesis and neglected the text type impact on learners' reading achievement scores.…”

Section: Introductionmentioning

confidence: 99%

The Text Type Effect on Moroccan EFL University Learners’ Reading Achievement

Msaddek¹

2017

ELLS

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This study is a potential endeavor to make an inquiry into the perceived effect of text typology on reading achievement gains among Moroccan English as a foreign language (EFL) learners. It also evinces whether strategy instruction can be an influencing variable on learners' reading achievement with regards to text type (i.e., narrative, expository). Indeed, incorporating two primary text genres (i.e., narrative, expository) in the conduct of this current research, the study is intended to substantiate any marked interrelatedness existing between text typology and reading achievement at the pre-and post-testing stages among EFL university learners. For assuring a thorough, rich investigation of this stated postulate, two sampled Moroccan EFL groups (n=113), as first-year English majors, were addressed. The obtained data were collected by means of a corpus of research instruments such as reading comprehension tests (i.e., pre-test, post-test), strategy training and reading comprehension texts (i.e., narrative, expository). The findings showcased that text genre is not a significant, influential variable on reading achievement scores among the control (n=50) and treatment groups (n=63). Finally, the study puts forward some useful implications pertaining to EFL text processing/ analysis and an explicit mention of some limitations, which encountered the undertaken study, is made.

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Differential Competencies Contributing to Children's Comprehension of Narrative and Expository Texts

Cited by 301 publications

References 45 publications

Dificultades en la Comprensión de Textos Expositivos en Niños de los Primeros Grados de la Escuela Primaria

Dificultades en la Comprensión de Textos Expositivos en Niños de los Primeros Grados de la Escuela Primaria

Actes du Symposium international sur la litéracie à l’école = International Symposium for Educational Literacy (SILE/ISEL)

The Text Type Effect on Moroccan EFL University Learners’ Reading Achievement

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