Understanding narratives in different media formats: Processes and products of elementary-school children's comprehension of texts and videos.
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| Title: | Understanding narratives in different media formats: Processes and products of elementary-school children's comprehension of texts and videos. |
|---|---|
| Authors: | Venneker, Dianne1 (AUTHOR) d.venneker@fsw.leidenuniv.nl, Helder, Anne1 (AUTHOR), van den Broek, Paul1 (AUTHOR) |
| Source: | Reading & Writing. Sep2025, Vol. 38 Issue 7, p1985-2006. 22p. |
| Subject Terms: | *Child development, *Education research, *Reading, *Comprehension testing, Narration, Literary form, Mental representation |
| Abstract: | This study investigated similarities and differences in children's (N = 83, grades 4–6) narrative comprehension between text, audio, and non-verbal video, including measures of both comprehension products and processes. The aim was to understand how children engage with information across various media and, in doing so, address inconsistent findings in the existing literature. Comprehension products were assessed through open-ended questions and recall, and comprehension processes through think-aloud protocols. Results revealed that children answered more comprehension questions correctly for video versions of the narratives than for text versions, particularly children with lower reading comprehension skills. No advantage of video over text was found for the recall task. Think-aloud responses during narrative comprehension revealed similar processing patterns for text and video, with a general tendency to report information close to the story rather than elaborate based on background knowledge. However, video versions prompted children to activate background knowledge to a greater extent than did text versions, suggesting an advantage of video at the situation-model level. Notably, differences between video and text versions cannot be attributed solely to the absence of decoding demands in video, as similar differences were found between video and audio versions. These results suggest (a) considerable similarities in both process and product across media, but (b) non-verbal videos elicit more situation-model processes than texts do, (c) non-verbal videos have an advantage over text with regard to performance on the comprehension questions, especially for less-skilled comprehenders. These findings illustrate the nuanced relationship between media affordances and comprehension processes and outcomes. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. 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.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 187667265 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Understanding narratives in different media formats: Processes and products of elementary-school children's comprehension of texts and videos. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Venneker%2C+Dianne%22">Venneker, Dianne</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> d.venneker@fsw.leidenuniv.nl</i><br /><searchLink fieldCode="AR" term="%22Helder%2C+Anne%22">Helder, Anne</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22van+den+Broek%2C+Paul%22">van den Broek, Paul</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Sep2025, Vol. 38 Issue 7, p1985-2006. 22p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Comprehension+testing%22">Comprehension testing</searchLink><br /><searchLink fieldCode="DE" term="%22Narration%22">Narration</searchLink><br /><searchLink fieldCode="DE" term="%22Literary+form%22">Literary form</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+representation%22">Mental representation</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study investigated similarities and differences in children's (N = 83, grades 4–6) narrative comprehension between text, audio, and non-verbal video, including measures of both comprehension products and processes. The aim was to understand how children engage with information across various media and, in doing so, address inconsistent findings in the existing literature. Comprehension products were assessed through open-ended questions and recall, and comprehension processes through think-aloud protocols. Results revealed that children answered more comprehension questions correctly for video versions of the narratives than for text versions, particularly children with lower reading comprehension skills. No advantage of video over text was found for the recall task. Think-aloud responses during narrative comprehension revealed similar processing patterns for text and video, with a general tendency to report information close to the story rather than elaborate based on background knowledge. However, video versions prompted children to activate background knowledge to a greater extent than did text versions, suggesting an advantage of video at the situation-model level. Notably, differences between video and text versions cannot be attributed solely to the absence of decoding demands in video, as similar differences were found between video and audio versions. These results suggest (a) considerable similarities in both process and product across media, but (b) non-verbal videos elicit more situation-model processes than texts do, (c) non-verbal videos have an advantage over text with regard to performance on the comprehension questions, especially for less-skilled comprehenders. These findings illustrate the nuanced relationship between media affordances and comprehension processes and outcomes. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. 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.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11145-024-10573-0 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 22 StartPage: 1985 Subjects: – SubjectFull: Child development Type: general – SubjectFull: Education research Type: general – SubjectFull: Reading Type: general – SubjectFull: Comprehension testing Type: general – SubjectFull: Narration Type: general – SubjectFull: Literary form Type: general – SubjectFull: Mental representation Type: general Titles: – TitleFull: Understanding narratives in different media formats: Processes and products of elementary-school children's comprehension of texts and videos. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Venneker, Dianne – PersonEntity: Name: NameFull: Helder, Anne – PersonEntity: Name: NameFull: van den Broek, Paul IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 09224777 Numbering: – Type: volume Value: 38 – Type: issue Value: 7 Titles: – TitleFull: Reading & Writing Type: main |
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