Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/3525
Title: Children's Text Comprehension: Effects of Genre, Knowledge and Text Cohesion
Authors: Best, Rachel
Ozuru, Yasuhiro
Floyd, Randy
McNamara, Danielle
Issue Date: Jun-2006
Publisher: International Society of the Learning Sciences
Citation: Best, R., Ozuru, Y., Floyd, R., & McNamara, D. (2006). Children's Text Comprehension: Effects of Genre, Knowledge and Text Cohesion. In Barab, S. A., Hay, K. E., & Hickey, D. T. (Eds.), The International Conference of the Learning Sciences: Indiana University 2006. Proceedings of ICLS 2006, Volume 1 (pp. 37-42). Bloomington, Indiana, USA: International Society of the Learning Sciences.
Abstract: Our goal in this project is to develop a better understanding of text comprehension exhibited by elementary-school children. The research focused on the role of text genre (narrative and expository text), text cohesion (high or low) and the readers' level of prior world knowledge (assessed using the WoodcockJohnson III Academic Knowledge test). Sixty-four students in the fourth grade read four texts, including one high-cohesion and one low-cohesion text from each genre. Comprehension of each text was assessed with 12 multiple-choice questions, including both local questions (focusing on specific information contained in one or two sentences) and global questions (focusing on general themes). Children showed better comprehension of the narrative than expository texts, but this advantage appeared only on global questions. There was a benefit of higher knowledge, but only for the expository texts. The benefits of cohesion were greatest for narrative text comprehension and on global questions.
URI: https://doi.dx.org/10.22318/icls2006.37
https://repository.isls.org//handle/1/3525
Appears in Collections:ICLS 2006

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