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Generated information is better recognized and recalled than information that is read. This generation effect has been replicated several times for different types of material, including texts. Perhaps the most influential demonstration is by McDaniel, Einstein, Dunay, and Cobb (Journal of Memory and Language, 1986, 25(6), 645–656; henceforth MEDC). This group tested whether the generation effect occurs only if the generation task stimulates cognitive processes not already stimulated by the text. Numerous studies, however, report difficulties replicating this text by generation‐task interaction, which suggests that the effect might only be found under conditions closer to the original method of MEDC. To test this assumption, the present study closely replicated MEDC's Experiment 2 in two separate German and English‐speaking samples. The present study provided partial evidence in favor of the expected interaction, which ultimately depended on successful completion of the generation task (with near‐to‐perfect accuracy). Moreover, it indicates that sentence unscrambling might enhance learning across genres. [ABSTRACT FROM AUTHOR]

Based on the assumption that the process of understanding is partly narrative, this study explores the potential benefits and limitations of using narrative writing in biology education. We investigate what contribution a student-centered narrative intervention can make to the conceptual understanding of protein biosynthesis in the context of viral infections and virus replication. After a teaching sequence on this topic, 68 secondary school students (M = 15.7 years, SD = 0.57 years) explained virus replication in a written text. One subsample (n = 46) was instructed to write a narrative text, while the other one (n = 22) was asked to write an expository (non-fictional) text. Our data analysis encompassed an analysis of the structural narrativity in the student texts, as well as a concept-related rating of the level of scientific correctness in three categories. A post-test questionnaire (35 items) was used to depict the learners' viewpoints on their respective text production and the learning process that they experienced. Our findings indicate that most learners actually produced the text type they were supposed to, with exceptions in both sub-samples. As to the level of concept-related scientific correctness, we found no major differences between the two interventions. However, for two concepts, compartmentalization and levels of organization, the data indicate the significant advantage of the narrative intervention. We conclude from our results that to some extent, the effective learning properties of narrative texts, derived from the theoretical foundations, could indeed successfully be demonstrated in the field of virus replication. However, narrative text production is not equally beneficial for all aspects of the biological topic, and it also poses specific problems for some learners. [ABSTRACT FROM AUTHOR]

Copyright of Research in Reading & Writing Instruction is the property of Research in Reading & Writing Instruction and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Rumi's lyrical poems are one of the most unique mystical works in the world. Attention to this work has not been as much as attention to Masnavi, another work of Rumi. It is enough to pay attention to the works and explanations that have been written about these two books. One of the reasons for not paying enough attention to Shams’s lyrical poems is the specific language and the space produced by it. Rumi's special spiritual atmosphere is another reason for the difficulty of this text. One of the reasons for the difficulty of the text of Shams's lyrical poems is Rumi's use of previous narrative texts. In this study, by examining the verses written with narrative contexts, it is determined how effective these narrations have been in the formation of verses. Using different narrations, Rumi has created images that even the correct form of his poetry can be seen according to the narration. These narrations are sometimes obvious and sometimes hidden. Sometimes it is a choice between several narrations and sometimes a combination of narrations. [ABSTRACT FROM AUTHOR]

Shia narrators of the first centuries of Hijrah have played a significant role in the scientific and cultural development of Shia by transmitting the hadiths of Imams (PBUT (to the next generations. Therefore, knowing them helps us to better understand the roots of the development of Shiite sciences and knowledge. Ali ibn Mahziar, the Companions of the later Imams (PBUT), was definitely of a great role in this advancement. This article aims to answer the question of what role Ali Ibn Mehziar had in the scientific and cultural Advancement of Shiites by using the historical approach and based on descriptive-analytical method of research. The results of research demonstrates that the knowledge, reliability and position of Ali ibn Mahziar before Imams (PBUT) led the preservation more than (700) of his narrations in authentic Shiite texts. By extracting these narrations, it became clear that Ali ibn Mahziar played a significant role in explaining the jurisprudence and jurisprudential issues of the society of that day with the report of (482) jurisprudential narrations. Also, Ibn Mahziyar has tried to propagate Shiite supplications in order to heal the sufferings of Shiites. On the other hand, the relations of this Shiite scholar with other hadith areas and the training of students led to the spread of the hadiths of Imams (PBUT) in the Islamic world. [ABSTRACT FROM AUTHOR]

The analysis of written texts plays a motivating role in the French language teaching classrooms. As authentic documents, narrative texts have a unique characteristic as they contain different sequences that have their own structure. Beyond this structural knowledge, the learners also find the opportunity to discover the real-life use of the target language and the shared culture of native speakers. by using narrative texts in language teaching, the teacher offers learners the opportunity to get to know different aspects of the target language. The use of narrative texts for language teaching must be based on a method that can be applied to each text that can be used in the classroom either as a warm-up activity material or as a written material to be analyzed. In this study, we propose using the schemas created by Propp (1928) and Greimas (1966), specifically the narrative and actantial schemas. To do this, we first briefly recalled the types of text used in language classes and in particular provide a discussion of the characteristics of narrative texts. Then, the schemas created by researchers were presented to establish the theoretical foundations. Then, sample activities employing these schemas are presented. [ABSTRACT FROM AUTHOR]

Learning can be made more efficient when learners generate the to-be-learned text contents instead of passively receiving them. A multi-level meta-analysis was conducted to provide an overall estimate of the text generation effect’s magnitude and to identify theoretically and practically relevant moderators. Overall, generation interventions improved learning with texts compared to reading them (Hedges’ g =.41). This benefit was not attributable to time-on-task and was found across several learning conditions and settings (e.g., narratives and expository texts, multiple generation, and learning assessment tasks). The meta-analysis further suggests that generation benefits learning most strongly if the cognitive processes stimulated by the generation task complement those processes already stimulated by the text. In sum, the findings suggest that text generation can be suitable for educational applications especially if certain conditions are observed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Research of the University of Quindio / Revista de Investigaciones Universidad del Quindio is the property of Journal of Research of the University of Quindio and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Logopedia e Comunicazione is the property of Edizioni Centro Studi Erickson SpA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The objectives of this study were to find out the validity, practicality, and effect of interactive multimedia for teaching reading comprehension on narrative texts based on South Sumatera local culture. This reasearch was development research by adapting the ADDIE model consisting of analysis, design, development, implementation, and evaluation. The subjects of this study were 25 fourth-semester students of Tridinanti University. This study found that The interactive multimedia for teaching narrative texts based on South Sumatera local culture were valid in terms of its contents, construct and after evaluated by three experts review. The total average score of the validity was 3.53. It was indicated at high validity level. This media was practical after evaluated in one-to-one evaluation with an average score (3.63) and small group evaluation with an average score (3.78). It was indicated at high practical Level. Moreover, it also had a potential effect after tried out in field test. It was determined by the result of students' achievement in reading comprehension test since 72 % of the students pass. [ABSTRACT FROM AUTHOR]

We acquire a lot of information about the world through texts, which can be categorized at the broadest level into two primary genres: narratives and exposition. Stories and essays differ across a variety of dimensions, including structure and content, with numerous theories hypothesizing that stories are easier to understand and recall than essays. However, empirical work in this area has yielded mixed results. To synthesize research in this area, we conducted a meta-analysis of experiments in which memory and/or comprehension of narrative and expository texts was investigated. Based on over 75 unique samples and data from more than 33,000 participants, we found that stories were more easily understood and better recalled than essays. Moreover, this result was robust, not influenced by the inclusion of a single effect-size or single study, and not moderated by various study characteristics. This finding has implications for any domain in which acquiring and retaining information is important. [ABSTRACT FROM AUTHOR]

Generated information is better recognized and recalled than information that is read. This so‐called generation effect has been replicated several times for different types of material, including texts. Perhaps the most influential demonstration was by McDaniel et al. (1986, Journal of Memory and Language, 25, 645–656; henceforth MEDC). This group tested whether the generation effect occurs only if the generation task stimulates cognitive processes not already stimulated by the text. Numerous studies, however, report difficulties replicating this text by generation‐task interaction, which suggests that the effect might only be found under conditions closer to the original method of MEDC. To test this assumption, we will closely replicate MEDC's Experiment 2 in German and English‐speaking samples. Replicating the effect would suggest that it can be reproduced, at least under limited conditions, which will provide the necessary foundation for future investigations into the boundary conditions of this effect, with an eye towards its utility in applied contexts. [ABSTRACT FROM AUTHOR]

Copyright of Ondokuz Mayis University Journal of Education is the property of Ondokuz Mayis University Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The corpus "d-Prose 1870-1920" is a heterogeneous collection of 2511 Germanlanguage literary prose texts published between 1870 and 1920. It contains narrative texts from trivial and high literature with a minimum length of 1000 words. The texts are available as UTF-8 text files with an associated metadata table. These data are primarily of interest to literary scholars, linguists, but also for all those who are involved in the modelling of textual and cultural phenomena. The corpus can be used to test literary, literary-historical, cultural, and linguistic hypotheses. [ABSTRACT FROM AUTHOR]

Copyright of Análise Psicológica is the property of Instituto Superior de Psicologia Aplicada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study examines the distribution of verbal patterns and their semantic-syntactic functions as they are used in spoken narrative text production by adult native speakers of Palestinian Arabic. 30 native Palestinian Arabic adult speakers from Kufur Qareʕ, a village in Central Israel, were shown a clip demonstrating conflicts and were asked to produce an oral narrative text based on it. The verbs used in these narratives were examined according to root, pattern, transitivity and semantic class. The results revealed strong tendencies with regard to the distribution of the patterns that were used. CaCaC was the most productive pattern by type and token counts. This stands in contradiction to the results for verb innovation, where the CaCCaC and tCaCCaC patterns are selected almost exclusively, and it highlights the gap between productivity based on new formations and productivty based on basic forms in use. In addition, some verbal patterns were extermely rarely used. The results also show that there was no transparent form-function relation with respect to the semantic functions of verbal patterns. Most semantic functions were delivered in a small number of patterns (between 1–3) and the majority of them were in were found in one pattern, CaCaC. The results shed light on the actual usage of Arabic verbal patterns in text production and their semantic and syntactic features. [ABSTRACT FROM AUTHOR]

In this paper, we propose the study of the cohesion in the narrative texts written by B2 and C1 level learners of French as a FL. We will focus on the sentence connectors. We will analyse different parameters such as the frequency and variety of connectors used. We will then focus on some unexpected uses found in the learner corpus Corpus-CFLE. Our aim is to study the students' narrative productions and their knowledge in the use of specific connector according to the type of the text produced. [ABSTRACT FROM AUTHOR]

This article reports a study investigating the English teacher's strategies for assisting secondary school students of English to be critically literate through an analysis of narrative texts. In this study, Luke and Freebody's (1999) four resources model of critical literacy was used as a framework for English instruction situated in an Indonesian secondary school. Data were collected from classroom observations, students' reflective journals, and an interview with secondary school students. The findings showed that the four resources model of critical literacy, to some extent, helped students to become critically literate especially at the stage of meaning-making-of and criticizing the text. The implication of the study is that there is the possibility of implementing critical literacy-oriented English classrooms in Indonesian and Asian secondary schools. [ABSTRACT FROM AUTHOR]

The term learning environment is a construct perceived by researchers as embracing different aspects of the teaching-learning continuum. It can be described as the physical location where learning occurs: learning in class versus learning beyond it, learning in a home country (with focus on the effects of a learning environment on outcomes of teaching) versus learning abroad (Dewey, 2004, Diaz-Campos, 2004), the latter constituting a fast-growing area of study. Learning environment also means the physical space where formal instruction is carried out (Gabryś-Barker, 2010). But above all, learning environment studies focus on interactions between adults (teachers, parents) and students and show how these relations can affect the latter's achievement and more generally well-being at school and outside. Thus, it can be seen as mostly affective. This chapter aims to comment on the perceptions pre-service teachers have of a foreign language learning environment, as expressed in their narrative texts on the topic. The data obtained in this study will be compared with the result of a similar study carried out with a group of pre-service EFL teachers in a different cultural setting, in Turkey (Saglam, Sali, 2013). This should shed some light on whether the trainees' perceptions are in some way culture-specific and therefore grounded in the educational policies of a given country. The conclusions drawn from the study will hopefully contribute to the ongoing discussion on how to improve FL teachers' training programmes. [ABSTRACT FROM AUTHOR]

The present study investigated comprehension processes and strategy use of second-grade low- and high-comprehending readers when reading expository and narrative texts for comprehension. Results from think-aloud protocols indicated that text genre affected the way the readers processed the texts. When reading narrative texts they made more text-based and knowledge-based inferences, and when reading expository texts they made more comments and asked more questions, but also made a higher number of invalid knowledge-based inferences. Furthermore, low- and high-comprehending readers did not differ in the patterns of text-processing strategies used: all readers used a variety of comprehension strategies, ranging from literal repetitions to elaborate knowledge-based inferences. There was one exception: for expository texts, low-comprehending readers generated a higher number of inaccurate elaborative and predictive inferences. Finally, the results confirmed and extended prior research by showing that low-comprehending readers can be classified either as readers who construct a limited mental representation that mainly reflects the literal meaning of the text (struggling paraphrasers), or as readers who attempt to enrich their mental representation by generating elaborative and predictive inferences (struggling elaborators). A similar dichotomy was observed for high-comprehending readers. [ABSTRACT FROM AUTHOR]

Copyright of Propósitos y Representaciones is the property of Universidad San Ignacio de Loyola and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Ernest Claes is among the many interwar Flemish and Dutch writers who have gone down in history as so-called "storytellers" or "vertellers". Although this concept is very often used to describe their authorship, its culturalhistorical connotations have never been studied systematically. This article aims to fill this scientific lacuna by analyzing the relationship between narrative texts of the interwar period and the themes and techniques of the folk tradition of oral storytelling. Claes and two of his narrative texts function as representative case studies. To begin, the present paper zooms in on Claes' views on the tradition of oral storytelling and links them with an essay on the same topic by Walter Benjamin, a contemporary of his. Next, two narrative texts by Claes are interpreted as literary revitalizations of the storytellers' tradition and of its epistemic functions. The knowledge of storytellers, so the argument goes, exceeds the merely regional but also concerns the exotic. [ABSTRACT FROM AUTHOR]

Reading comprehension assessment should rely on valid instruments that enable adequate conclusions to be taken regarding students' reading comprehension performance. In this article, two studies were conducted to collect validity evidence for the vertically scaled forms of two Tests of Reading Comprehension for Portuguese elementary school students in the second to fourth grades, one with narrative texts ( TRC-n) and another with expository ones ( TRC-e). Two samples of 950 and 990 students participated in Study 1, the study of the dimensionality of the TRC-n and TRC-e forms, respectively. Confirmatory factor analyses provided evidence of an acceptable fit for the one-factor solution for all test forms. Study 2 included 218 students to collect criterion-related validity. The scores obtained in each of the test forms were significantly correlated with the ones obtained in other reading comprehension measures and with the results obtained in oral reading fluency, vocabulary and working memory tests. Evidence suggests that the test forms are valid measures of reading comprehension. [ABSTRACT FROM AUTHOR]

Copyright of Universitas Psychologica is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Few studies examine specific interventions for increasing narrative text comprehension for students with autism spectrum disorder (ASD). However, both the cognitive reading profiles common in ASD and the focus on access to complex text for all learners suggest the need for interventions to support narrative text comprehension. Using a multiple baseline design, the current study examined the effectiveness of an intervention package that included scaffolded completion of a character event map paired with a review of the previous session’s map to make a prediction about the coming chapter on the narrative text comprehension of three male adolescents with ASD. There was an immediate change in comprehension scores for all three participants during intervention. Comprehension for all participants remained high through intervention and follow-up. Implications for research and practice are addressed. [ABSTRACT FROM PUBLISHER]

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Copyright of Contextos Educativos is the property of Universidad de la Rioja, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Universitas Psychologica is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Psicología is the property of Universidad Nacional de Colombia, Departamento de Psicologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The study examines the construct validity of a reading test based on narrative texts. It aims to evaluate the extent to which the test tasks target the narrative macrostructure and microstructure elements in both the text passage and the test questions as well as the extent to which the order of test questions is sensitive to the narrative story line. The study uses 40 test items randomly selected from the DR Congo English state examination (ESE). The results indicate that the construct validity of the ESE based on narrative texts is threatened by the inclusion of a limited number of episodes in the narratives, the absence of some elements of episodic structure, the use of truncated narratives that fail to include coherence elements, the failure to examine all the critical aspects of the narrative construct, the inclusion of some test items that require examinees' abilities that are irrelevant to narrative story grammar, and the ordering of information requested by the test items that does not relate to the way information is ordered in the narratives. [ABSTRACT FROM AUTHOR]

Genre differentiation is possible by external factors (function, communicative situation) and internal factors (grammar, theme). As the external factors for all 18 texts of the corpus are the same, the article relies on internal factors. The cohesive means of genre identification in this corpus are recurrence, time structure, connectivity, grounding, and lexis. The peculiarity of Koriak genre differentiation consists in a preponderance of narrative structures, which are characterized by a sequential time line with passages in scenic present tense and structures of a theme with a following exemplification. [ABSTRACT FROM AUTHOR]

Copyright of Universitas Psychologica is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this study, topic and topicality are explored through the application of a model of analysis to a bilingual sample of English and Spanish written narrative texts in equivalent genres. A Core Annotation Scheme and an Extended Annotation Scheme were designed to search for and test 'aboutness' topics, frame setting topics, and the information status of discourse referents. The texts are also analysed for classes of topics, namely NewTops, GivTops, SubTops and ResTops. All the Annotation categories were tested in both the Spanish and the English texts. The results of the analysis show that aboutness topics and frame-setting topics are cross-linguistically stable categories, although language-specific differences are found in the syntactic coding, for instance in how Spanish marks topicless sentences. The distribution of the information status of discourse referents is also stable, with minor differences between languages and genres. Likewise, the distribution of the different classes of topics tallies with the general principles of topic organization and information structure. A surprising result was to find a higher distribution of Resumed Topics than expected, suggesting that this class has a wider range of discourse functions than is usually noted in the literature. [ABSTRACT FROM AUTHOR]

Copyright of OCNOS: Journal of Reading Research / Revista de Estudios sobre Lectura is the property of Universidad de Castilla-La Mancha, Facultad de Ciencias de la Educacion y Humanidades and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the present study is to examine the reading strategy use of young bilingual learners, who are poor readers in the second language. The sample consists of 38 pupils (M = 11.35 years-old, SD = 0.37), coming from Albanian immigrant, low socio-economic environments. The young pupils, successive bilinguals, attend Greek school for 2-4 years. The main objectives of the current study are to record: (a) the bilinguals' reading approaches of the L2 narrative texts, and (b) the cognitive, metacognitive and socio-affective strategies employed to overcome comprehension obstacles. The qualitative data were collected by think-aloud protocols and retrospective interviews. Results show that poor bilinguals overuse bottom-up and interactive reading approaches. The reading strategies they adopt are more cognitive and socio-affective while the metacognitive strategies identified are very limited. Moreover, the fact that specific strategies are repeated in every difficult situation reveals a restrained strategy armory. Conclusively, pedagogical implications of the findings are discussed so as to help bilingual poor readers become more confident, fluent and, hence, successful. [ABSTRACT FROM AUTHOR]

Copyright of Lexikos is the property of Bureau of the Woordeboek van die Afrikaanse Taal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The purpose of this article is to understand and explore the transformational potential of engaging with narrative texts in the context of research interviewing. Drawing from the hermeneutic philosophies of Heidegger, Gadamer, and Ricoeur, the process of understanding is described and framed within a specific kind of dialogue with the world: the hermeneutical. What this kind of dialogue might look like in practice is explored using examples of participant responses to texts in the context of interviews on parental involvement. The implications for research are then discussed. [ABSTRACT FROM AUTHOR]