Learning and memory of factual content from narrative and expository text

Wolfe, Michael; Mienko, Joseph A.

doi:10.1348/000709906x143902

Cited by 110 publications

(97 citation statements)

References 35 publications

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“…Under this perspective, it is apparent that text genre was not an influencing variable on the reading gains in both tests (pre-test & post-test). This is consistent with the outcomes of some research studies (e.g., Wolfe & Mienko, 2007;Cervetti et al, 2009) backing up the view that text type does not predict differences in reading performance. This is, in a way, in accordance with the claim postulated in the first research hypothesis which states that text type does not have an effect on Moroccan EFL university learners' reading achievement gains.…”

Section: Discussionsupporting

confidence: 90%

“…Accordingly, it can be held that the text genre is not a determining factor in comprehending textual information. The empirical findings yielded by this conducted case study are in support of previous research (e.g., Wolfe & Mienko, 2007;Cervetti et al, 2009). Nonetheless, the study's findings contradict, in a way, some former empirical studies that advocate the increasing impact of text type on the learners' accomplishment in reading comprehension (Goelman, 1982;Geva & Ryan, 1985;Kucan & Beck, 1996).…”

Section: Discussionsupporting

confidence: 89%

“…In other terms, given that the strategy intervention is a significant contributor to augmenting the learners' reading achievement across the different written texts (e.g., narrative, expository), the element of genre cannot have any facilitative role in the text-processing performance (e.g., Wolfe & Mienko, 2007;Cervetti et al, 2009). The variability at the level of scores gained on the two reading comprehension tests (e.g., narrative, expository) at post-testing cannot be attributable to the strategy-based intervention.…”

Section: Discussionmentioning

confidence: 99%

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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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Section: Discussionsupporting

confidence: 90%

Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 99%

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

Msaddek¹

2017

ELLS

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“…Because we are so used to reading narratives for entertainment we find it difficult to not focus on the story, even when we are told explicitly to focus on learning about the circulatory system (Wolfe and Woodwyk 2010). Wolfe and Mienko (2007) claim that, whereas we are used to reading narratives for entertainment, when we read expositions our minds prepare to gain new knowledge.…”

Section: Narrative Structure For Remembering the Textmentioning

confidence: 99%

“…narratives are a necessary starting point for more abstract and generalized knowledge. It is this process that can explain why it is especially novices who are benefited by narratives, as observed in the work of Wolfe and Mienko (2007) and Arya and Maul (2012). Bain's distinction-only thesis cannot explain these data because, in his view, there is no relation between narrative form (knowledge of specific events in sequence) and expository prose (more general forms of knowledge).…”

Section: The Continued Literature Review and Immanent Critique Summamentioning

confidence: 99%

Without foundation or neutral standpoint: using immanent critique to guide a literature review

Isaksen¹

2018

Journal of Critical Realism

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Literature reviews have traditionally been a simple exercise in reporting the current relevant research, both to provide an overview of the current status of the field, and perhaps to draw attention to controversies. From the perspective of positivist research traditions, it was important to neutrally report all the relevant research, which was assumed to be foundational. In this article, written for the Applied Critical Realism special issue of Journal of Critical Realism, I use my own research to illustrate how a literature review might look if it were non-foundational and guided by the principles of immanent critique. Immanent critique is central to Bhaskar's philosophical methodology but has not been much applied in critical realist empirical research. Following a brief introduction to immanent critique, its history and relation to other ways of grounding knowledge, an excerpt from a literature review is used as backdrop for an extended discussion about various potential applications, and implications, of immanent critique in social research. Immanent critique as method can take the form of noting theory-theory, theorypractice, and/or theory-data inconsistencies. Immanent critique as grounds for knowledge provides the possibility for knowledge and rational theory choice despite a rejection of foundationalism and of neutral standpoints. As a method by which to structure a literature review, immanent critique provides an excellent way to better understand the relevant literature, to formulate justifiable opinions about it, and to guide research questions. KEYWORDSImmanent critique; critical realist research; methodology; standpoint; foundation; rational theory choice Immanent critiqueWhen Roy Bhaskar first introduced his philosophical methodology, it was as a form of transcendental argument (Bhaskar 1975a;Bhaskar [1975bBhaskar [ ] 2008. Later he came to situate this form of argument within the confines of an immanent critique (Bhaskar [1986(Bhaskar [ ] 2009Laclau and Bhaskar 1998;Bhaskar and Callinicos 2003) and most recently immanent critique has taken stage front and centre as his methodology of choice (Bhaskar 2016). Immanent critique is seen as the most effective way to persuade someone of a competing perspective because you are arguing from their stated or implicit

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The narrative teacher: Narrative nonfiction as a teaching tool in the primary history classroom

Browning,

Hohenstein

2024

Review of Education

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Narrative is fundamental to human thought, yet in many classrooms, expository texts are commonly used to support learning in content‐based subjects, such as history. Given the importance of narrative, it might be harnessed as a powerful tool to support learning. This research compares the impact of narrative nonfiction (NNF) and expository text (ET) on the development and retention of conceptual understanding relating to World War I (WWI). In an experiment involving 78 participants (mean age = 10.2 years, standard deviation = 0.29), pupils were placed into one of two conditions: in one, information about WWI was conveyed primarily through NNF texts, and in the other, through ETs. Participants completed written pre‐, post‐ and delayed post‐assessments to assess development and retention of conceptual understanding. It was found that participants in the NNF condition showed greater chronological and causal thinking skills. In addition, participants in the NNF condition retained significantly more conceptual understanding at delayed post‐assessments than those in the ET condition. Overall, these findings suggest that narrative texts have the potential to be powerful learning tools. Implications for how texts are selected and utilised to support learning in the primary, history classroom are discussed.

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Learning and memory of factual content from narrative and expository text

Abstract: Results suggest that narrative and expository processing differ with respect to integration of text content with prior knowledge.

Cited by 110 publications

References 35 publications

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

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

Without foundation or neutral standpoint: using immanent critique to guide a literature review

The narrative teacher: Narrative nonfiction as a teaching tool in the primary history classroom

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