Cognitive and motivational characteristics as predictors of students’ expository versus narrative text comprehension

Abstract Prior research has examined the impact of different cognitive predictors on students’ expository and narrative text comprehension. It become apparent that some variables predict comprehension in both genres, while are genre-specific predictors. However, effect reading motivation remains unclear. Thus, aim was to investigate which reading-related motivational characteristics universal versus The sample consisted 261 eighth graders (age: M = 14.96; 37.9% girls). Applying path modeling, results showed vocabulary a significant predictor genres. Furthermore, strategy knowledge predicted an text. Reading for interest two three texts. Identifying these can enable teachers foster by targeting specific skills.