The influence of textual genre in multiple-text comprehension

Abstract

Background

The ability to comprehend multiple texts is essential. Past studies have shown that reader-related variables play a role in this ability. However, the effect of textual genre on comprehension of multiple texts has received less attention, despite the recognition that expository texts pose more challenges than narrative texts.

Aims

This study investigated the effects of textual genre on a multiple-text comprehension task.

Sample

Participants were 165 tenth-grade students.

Methods

Students were randomly assigned to four experimental conditions based on textual genre: expository-expository; narrative-narrative; expository-narrative; and narrative-expository. The study comprised two sessions. In Session 1 we assessed students' prior knowledge and beliefs about the colonization of the Americas. In session 2, students read a pair of texts from the perspectives of the Spanish and Native Americans and then wrote an argumentative essay. Two dimensions of argumentative essays were assessed: coverage of arguments and the level of integration of arguments and counterarguments.

Results

The textual genre had an impact on the number of arguments included in students' argumentative essays, but not on argument-counterargument integration. Students who received two narrative texts included more arguments in their essays. We also found that the experimental condition moderated the association between prior beliefs and integration.

Conclusions

Narrativizing may be considered a promising technique for recall of arguments but this approach may not be so positive in intertextual integration. Thus, the use of narrative genre in the comprehension of multiple texts deserves more attention.