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Is Narrative in Printed Text 'Primary' for Knowledge-Building? An Analysis of Genre and Medium

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Bibliographic Details
Title: Is Narrative in Printed Text 'Primary' for Knowledge-Building? An Analysis of Genre and Medium
Language: English
Authors: Susan B. Neuman (ORCID 0000-0002-3065-1678), Tanya Kaefer, Ashley Pinkham
Source: Reading and Writing: An Interdisciplinary Journal. 2026 39(1):91-119.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 29
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Preschool Children, Literary Genres, Printed Materials, Video Technology, Child Development, Eye Movements, Comprehension
DOI: 10.1007/s11145-025-10634-y
ISSN: 0922-4777
1573-0905
Abstract: The purpose of this study was to investigate the materials supports, specifically the effects of genre (narrative and informational) and medium (print and video) on children's developing knowledge of text. Following pretests, 127 preschoolers were randomly assigned to one of four conditions: informational text (print or screen), or narrative text (print or screen) about insects. Eye-tracking data was collected to measure children's engagement with the text. After the viewing or reading, children were individually administered a series of comprehension tasks. Results indicated children seemed equally engaged with both genre; however, regardless of medium, children performed better on most measures when given the informational text. These results suggest that informational text in print as well as video may be an ideal source for knowledge-building in the early years.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505634
Database: ERIC
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Description
Abstract:The purpose of this study was to investigate the materials supports, specifically the effects of genre (narrative and informational) and medium (print and video) on children's developing knowledge of text. Following pretests, 127 preschoolers were randomly assigned to one of four conditions: informational text (print or screen), or narrative text (print or screen) about insects. Eye-tracking data was collected to measure children's engagement with the text. After the viewing or reading, children were individually administered a series of comprehension tasks. Results indicated children seemed equally engaged with both genre; however, regardless of medium, children performed better on most measures when given the informational text. These results suggest that informational text in print as well as video may be an ideal source for knowledge-building in the early years.
ISSN:0922-4777
1573-0905
DOI:10.1007/s11145-025-10634-y