@article{c65b8e0f58e147629683200b3c055d40,
title = "Differential competencies contributing to children's comprehension of narrative and expository texts",
abstract = "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.",
author = "Best, {Rachel M.} and Floyd, {Randy G.} and McNamara, {Danielle S.}",
note = "Funding Information: The research was supported by the Institute for Education Sciences (IES R3056020018-02). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the IES. Portions of this research were presented at the annual meeting of the American Educational Research Association (2004) and the Sixth International Conference of the Learning Sciences (2004). Portions of this study were published in the nonarchival proceedings from the Sixth International Conference of the Learning Sciences. We express thanks to a number of individuals who contributed to this project. We are particularly thankful to Art Graesser and Max Louwerse for their help at all levels of this project. We are grateful to Tenaha O{\textquoteright}Reilly, Yasuhiro Ozuru, David Dufty, and Kim Sumara for their contributions to data collection and analysis and to Jayme Sayroo McIntyre for propositionalizing and coding the recall data. We thank Celeste Arps, Scott Baldwin, Jill Bose– Deakins, Jennifer Harmon, Jennifer Key, Cheryl Lykins, Terra Mayberry, Melissa McGhee, Bonnie Parnicky, Renee Bergeron, and Kristen Yanchak for serving as test examiners. Finally, we are indebted to the parents, teachers, staff, and children at Idlewild Elementary and White Station Elementary as well as Memphis City Schools administration for their support. Copyright: Copyright 2011 Elsevier B.V., All rights reserved.",
year = "2008",
month = mar,
doi = "10.1080/02702710801963951",
language = "English (US)",
volume = "29",
pages = "137--164",
journal = "Reading Psychology",
issn = "0270-2711",
publisher = "Taylor and Francis Ltd.",
number = "2",
}