Examining Differences in Young Children's Disciplinary Vocabulary and Text Comprehension Growth

• In Event: Poster Session 5
  In Poster Session: Literacy Research Issues in the 21st Century

Abstract

Using a cluster-randomized design, we examined if effects of informational narrative and expository text on first graders knowledge and comprehension varied by the quality of children’s knowledge at the study outset. Quality of word knowledge was based on a measure of word concreteness. Findings suggest that children with lower quality benefited from use of both genres as indicated by significantly greater comprehension and knowledge outcomes than their peers receiving instruction with expository text only. Moreover, children with higher quality knowledge benefited more from use of expository text only as indicated by significantly greater comprehension and knowledge outcomes than their peers (higher quality knowledge) receiving instruction with both genres. Findings suggest the importance of considering children’s knowledge quality when selecting text.

Authors

• Lisa O'Brien, Boston University

• Jeanne R. Paratore, Boston University