Four-genre English text set for eliciting varied reading stances¶

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The study used four English texts: an 88-word poem, a 606-word parody of Little Red Riding Hood, a 53-word joke with word-play, and a 910-word expository article on eating insects. The texts were selected for their range of genres and difficulty and for the likelihood they would elicit story-driven, information-driven, or point-driven reading stances from bilingual readers.

Design Implications¶

Context¶

Requirements¶

Texts spanning narrative and expository genres with discussion opportunities

Constraints¶

Target Learners¶

Intermediate-level EFL university students

Learning Goals¶

reading comprehension across genres

Claims¶

Langer found four stances of meaning-making operate across literary and nonliterary reading regardless of text type [+W]

Examples¶

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Key Sources¶

Turnbull, B., & Sweetnam Evans, M. (2017). The effects of L1 and L2 group discussions on L2 reading comprehension. Reading in a Foreign Language, 29(1), 133–154. http://nflrc.hawaii.edu/rfl

Page metadata

Field	Value
`type`	`design`
`id`	`four-genre-text-set-reading-stances`
`title`	`Four-genre English text set for eliciting varied reading stances`
`description`	`The study used four English texts: an 88-word poem, a 606-word parody of Little Red Riding Hood, a 53-word joke with word-play, and a 910-word expository article on eating insects.`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-11-03`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `turnbull-2017`

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