Sadoski, M., Goetz, E. T., & Rodriguez, M. (2000). Engaging texts: Effects of concreteness on comprehensibility, interest, and recall in four text types. Journal of Educational Psychology, 92(1), 85-95.

Sadoski, M.; Goetz, E.; Rodriguez, M.

2000

Sadoski, M., Goetz, E. T., & Rodriguez, M. (2000). Engaging texts: Effects of concreteness on comprehensibility, interest, and recall in four text types. Journal of Educational Psychology, 92(1), 85-95.

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Concreteness was investigated as a text feature that engaged readers' comprehension, interest, and learning in 4 text types: persuasion, exposition, literary stories, and narratives. Three concrete and 3 abstract texts were selected in each text type. Concrete and abstract titles served as recall cues and to investigate title concreteness effects. In 2 experiments, undergraduates read the texts and either provided written recalls or rated them for familiarity, concreteness, interestingness, and comprehensibility. Concrete texts were recalled better than abstract texts, although the magnitude of the advantage varied across text types. Concreteness was overwhelmingly the best predictor of overall comprehensibility, interest, and recall. Effects of title concreteness varied across text types. Results extend the findings of M. Sadoski, E. T. Goetz, and J. B. Fritz (1993a, 1993b) and are consistent with dual coding theory.

Concrete texts were recalled better than abstract texts, although the magnitude of the advantage varied across text types. Concreteness was overwhelmingly the best predictor of overall comprehensibility, interest, and recall. Effects of title concreteness varied across text types. Results extend the findings of M. Sadoski, E. T. Goetz, and J. B. Fritz (1993a, 1993b) and are consistent with dual coding theory.

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