DIFFERENTIAL COMPETENCIES CONTRIBUTING TO CHILDREN'S COMPREHENSION OF NARRATIVE AND EXPOSITORY TEXTS
DIFFERENTIAL COMPETENCIES CONTRIBUTING TO CHILDREN'S COMPREHENSION OF NARRATIVE AND EXPOSITORY TEXTS
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DOI：
10.1080/02702710801963951
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发表时间：
2008-01-01
影响因子：
1.4
通讯作者：
Mcnamara, Danielle S.
中科院分区：
文献类型：
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作者：
Best, Rachel M.;Floyd, Randy G.;Mcnamara, Danielle S.
本研究探讨了阅读解码技能和世界知识对三年级学生理解叙述性和说明性文本的影响。孩子们阅读叙述性文本和说明性文本。每篇文章的理解程度均通过一个自由回忆提示、三个提示回忆提示和 12 个多项选择题进行评估。 Woodcock-Johnson III 成就测试（Woodcock、McGrew 和 Mather，2001 年）的测试用于评估阅读解码技能和世界知识。叙述性文本的理解优于说明性文本，读者能力的影响取决于文本类型。对叙事文本的理解受阅读解码技能的影响最大。相比之下，说明性文本理解受世界知识的影响最大。
This study examined the influences of reading decoding skills and world knowledge on third graders' comprehension of narrative and expository texts. Children read a narrative text and an expository text. Comprehension of each text was assessed with a free recall prompt, three cued recall prompts, and 12 multiple-choice questions. Tests from the Woodcock-Johnson III Tests of Achievement (Woodcock, McGrew, & Mather, 2001) were used to assess reading decoding skills and world knowledge. Comprehension was better for the narrative text than the expository text, and the effects of reader competencies depended on text genre. Comprehension of the narrative text was most influenced by reading decoding skills. In contrast, expository text comprehension was most influenced by world knowledge.