Comparing Reading Comprehension of Narrative and Expository Texts Based on the Direct and Inferential Mediation Model

Abstract Reading comprehension is an essential skill for learning in general and science classes. Problems with reading might hinder students’ participation science. Text includes specific language features that distinguishes it from narrative text, so should instruction be part of teaching science? The direct inferential mediation (DIME) model subsumes factors influence comprehension. It was tested separately regarding text as well expository English; however, both have not been by directly comparing them to each other. In this study, we investigated what degree comparable topic-specific text. Hence, first the applicability DIME another (i.e. German) tested. Second, a compared Participants across two studies were 704 German Grade 8 students who completed measures predictor variables. Results path analyses indicate additionally genres. However, some differences are highlighted may importance future science-specific