Text Genre and Science Content: Ease of Reading, Comprehension, and Reader Preference

Cervetti, Gina N.; Bravo, Marco; Hiebert, Elfrieda H.; Pearson, P. David; Jaynes, Carolyn

doi:10.1080/02702710902733550

Cited by 58 publications

(54 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…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: 78%

“…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: 77%

“…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%

See 2 more Smart Citations

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

Msaddek¹

2017

ELLS

View full text Add to dashboard Cite

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.

show abstract

Section: Discussionsupporting

confidence: 78%

Section: Discussionsupporting

confidence: 77%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

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

Msaddek¹

2017

ELLS

View full text Add to dashboard Cite

show abstract

“…Students perceive informational text as dry and unappealing. Cervetti, Bravo, Hiebert, Pearson, and Jaynes (2009) report that these perceptions may not hold true, however. Researchers asked students to read both fictional and informational text and then assessed students' recall of predetermined objectives.…”

Section: Today's Prescription For Content Knowledgementioning

confidence: 77%

A Study of the Correlation of the Use of Visuals and Learning Elementary Science Vocabulary

Lynch¹

2014

View full text Add to dashboard Cite

This mixed methods study examines the correlation of effective visuals and science vocabulary acquisition and asks the question, "Does the use of effective visuals enhance science vocabulary acquisition and the resulting expression of that vocabulary?" Thirty-one students from two elementary schools in Clyde, North Carolina participated in this study and were randomly assigned to four different instruction interventions: a Word Only method, in which an oral presentation of the word was given; a Picture Presentation method, in which a word was paired with a picture; an Image Creation-No Picture method, in which the participants were required to create an image of the vocabulary word presented and draw it on paper; and an Image Creation-Picture method in which participants were presented a picture and required to draw it on paper. The results demonstrated that the intervention groups of Picture Presentation and Image Creation-No Picture consistently scored a greater cumulative mean on both an immediate recall assessment, conducted 24 hours following the intervention, and the delayed recall assessment, which was conducted two weeks following the intervention. Studentperceptions gathered from open-ended interview questions further supported the interpretation that the use of visuals positively impacts student knowledge and effort.

show abstract

“…Inquiry-based instruction and hands-on experiences help students develop the background knowledge needed to comprehend science texts. These experiences also build vocabulary and provide an authentic purpose for reading and writing (4). Reading about science concepts complements and extends the knowledge that students gain from inquiry and hands-on experiences and can substitute for direct experience when that is not possible (5).…”

mentioning

confidence: 99%