Engaging Texts: Effects of Concreteness on Comprehensibility, Interest, and Recall in Four Text Types.

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Resolving the Effects of Concreteness on Interest, Comprehension, and Learning Important Ideas From Text (2001, background): “Study 1 is from Sadoski et al. (1993a) and Study 2 is from Sadoski et al. (2000) .”
Essential Elements of Fostering and Teaching Reading Comprehension (2011, background): “…reading for authentic purposes, and texts with a clear structure and vivid, concrete examples is associated with motivated engagement and, subsequently, better recall and learning (Guthrie et al., 2006; Purcell-Gates, Duke, & Martineau, 2007; Sadoski, Goetz, & Rodriguez, 2000; Schraw et al., 2001).”
Predictors and outcomes of situational interest during a science learning task (2013, background): “abstract) and less complex learning material (Kluge 2007; Mikk and Kukemelk 2010; Sadoski et al. 2000).”
Interesting things and curious people: Exploration and engagement as transient states and enduring strengths. (2009, background): “Several experiments have manipulated variables that foster or impede comprehension, such as the presence of informative titles (Millis, 2001), clues about the text's broader meaning (Silvia, 2005b), or textual features such as concreteness and coherence (Sadoski, Goetz, & Rodriguez, 2000).”