Abstract
This study examined ease of reading, comprehension, and recall and preference for the same scientific content under two conditions: an informational text and a fictional narrative text. Seventy-four third and fourth graders were assessed individually around the reading of fictional narrative and informational texts that were about either snails or sand. Students’ accuracy and rate of reading were comparable across the two genres. However, students answered more comprehension questions correctly and recalled more key concepts in response to informational text than fictional narrative text. Moreover, students did not express a clear preference for one type of text over the other.
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