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<p>Narratives and representational pictures are widely assumed to support children’s science reading. This preregistered randomized&#xa0;study tested whether&#xa0;two format modifications of the same expository science text, adding brief narrative passages or adding&#xa0;three representational pictures, improve fifth graders’ learning&#xa0;relative to the plain expository&#xa0;version. A total of&#xa0;137 fifth graders&#xa0;from seven classes read one of the&#xa0;three text&#xa0;versions. Linear mixed-effects models showed no differences across formats in reading comprehension, either immediately or at a delayed post-test 1 week later; perceived difficulty and interest also showed no format effects. For problem-solving performance, the only reliable difference was&#xa0;that the expository control&#xa0;group generated more correct reasons in the ecological problem-solving task than the pictures&#xa0;group; narrativization showed no advantage. These findings suggest that single-exposure format modifications may not be sufficient to enhance science learning in classrooms.</p>

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Enhancing science learning in fifth graders: Do narratives and visuals make a difference?

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年5月23日

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  • Ainur Kakimova,
  • Marek Urban,
  • Peter Seban,
  • Kamila Urban

摘要

Narratives and representational pictures are widely assumed to support children’s science reading. This preregistered randomized study tested whether two format modifications of the same expository science text, adding brief narrative passages or adding three representational pictures, improve fifth graders’ learning relative to the plain expository version. A total of 137 fifth graders from seven classes read one of the three text versions. Linear mixed-effects models showed no differences across formats in reading comprehension, either immediately or at a delayed post-test 1 week later; perceived difficulty and interest also showed no format effects. For problem-solving performance, the only reliable difference was that the expository control group generated more correct reasons in the ecological problem-solving task than the pictures group; narrativization showed no advantage. These findings suggest that single-exposure format modifications may not be sufficient to enhance science learning in classrooms.