Cognitive and motivational characteristics as predictors of students’ expository versus narrative text comprehension
Bibliographic Data
| ID | 21490621 |
|---|---|
| Authors | Nadine Cruz Neri (0000-0002-5414-3854, Universität Hamburg, corresponding author), Sascha Bernholt (0000-0003-4045-3795, Leibniz Institute for Science and Mathematics Education), Hendrik Härtig (0000-0002-6171-9284, University of Duisburg-Essen), Anke Schmitz (0000-0001-6182-5362, South Westphalia University of Applied Sciences), Jan Retelsdorf (0000-0002-9892-9613, Universität Hamburg) |
| Year | 2024 |
| Volume | 39 |
| Issue | 2 |
| Pages | 885-905 |
| Publication date | 2024-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Psychology of Education (JOURNAL) |
| Journal identifiers | ISSN: 0256-2928 • E-ISSN: 1878-5174 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10212-023-00717-1 |
| OpenAlex | W4381856004 |
| Language | EN |
| Citations received | 1 |
| References cited | 65 |
Prior research has examined the impact of different cognitive predictors on students’ expository and narrative text comprehension. It has become apparent that some cognitive variables predict text comprehension in both genres, while some are genre-specific predictors. However, the effect of reading motivation on expository and narrative text comprehension remains unclear. Thus, the aim was to investigate which reading-related cognitive and motivational characteristics predict universal versus genre-specific text comprehension. The sample consisted of 261 eighth graders (age: M = 14.96; 37.9% girls). Applying path modeling, the results showed that students’ vocabulary was a significant predictor of text comprehension in both genres. Furthermore, reading strategy knowledge predicted text comprehension of a narrative and an expository text. Reading for interest predicted text comprehension in two of three expository texts. Identifying these universal and genre-specific characteristics of text comprehension can enable teachers to foster students’ text comprehension by targeting these specific skills
Cognition · Cognitive psychology · Comprehension · Educational psychology · Linguistics · Mathematics education · Narrative · Reading comprehension · Rhetorical modes · Vocabulary · Education, Achievement, and Giftedness · Educational Strategies and Epistemologies · Psychology · Reading and Literacy Development
Pisa 2018 Results (Volume I)
Enduring Links From Childhood Mathematics and Reading Achievement to Adult Socioeconomic Status
Relations of children's motivation for reading to the amount and breadth or their reading.
Word Knowledge in a Theory of Reading Comprehension
Don't throw away your printed books
Missing Data Analysis
The role of knowledge in discourse comprehension
Asymptotic and resampling strategies for assessing and comparing indirect effects in multiple mediator models
Vocabulary Input through Extensive Reading
Memory and comprehension of narrative versus expository texts
The trouble with STEAM and why we use it anyway
A Systematic Review of the Research on Vocabulary Instruction That Impacts Text Comprehension
A Meta‐Analysis on the Effects of Text Structure Instruction on Reading Comprehension in the Upper Elementary Grades
A standard international socio-economic index of occupational status
The Impact of Science Knowledge, Reading Skill, and Reading Strategy Knowledge on More Traditional "High-Stakes" Measures of High School Students' Science Achievement
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |