Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 2 |
| Since 2007 (last 20 years) | 4 |
Descriptor
| High School Students | 4 |
| Pretests Posttests | 4 |
| Readability | 4 |
| Readability Formulas | 4 |
| Correlation | 2 |
| Cues | 2 |
| Ecology | 2 |
| Essays | 2 |
| Hypothesis Testing | 2 |
| Individual Differences | 2 |
| Intelligent Tutoring Systems | 2 |
| More ▼ | |
Author
| Allen, Laura K. | 4 |
| McNamara, Danielle S. | 4 |
| Chao, Szu-Fu | 2 |
| Guerrero, Tricia A. | 2 |
| Kent, Kevin M. | 2 |
| McCarthy, Kathryn S. | 2 |
| O'Reilly, Tenaha | 2 |
| Sabatini, John | 2 |
| Snow, Erica L. | 2 |
| Steinberg, Jonathan | 2 |
Publication Type
| Reports - Research | 4 |
| Journal Articles | 2 |
| Tests/Questionnaires | 2 |
Education Level
| High Schools | 4 |
| Secondary Education | 3 |
Audience
| Researchers | 1 |
| Teachers | 1 |
Location
| California | 2 |
| Pennsylvania | 2 |
Laws, Policies, & Programs
Assessments and Surveys
| Gates MacGinitie Reading Tests | 2 |
| Flesch Kincaid Grade Level… | 1 |
| Flesch Reading Ease Formula | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkMcCarthy, Kathryn S.; Guerrero, Tricia A.; Kent, Kevin M.; Allen, Laura K.; McNamara, Danielle S.; Chao, Szu-Fu; Steinberg, Jonathan; O'Reilly, Tenaha; Sabatini, John – Discourse Processes: A Multidisciplinary Journal, 2018
Background knowledge is a strong predictor of reading comprehension, yet little is known about how different types of background knowledge affect comprehension. The study investigated the impacts of both domain and topic-specific background knowledge on students' ability to comprehend and learn from science texts. High school students (n = 3,650)…
Descriptors: Knowledge Level, Reading Comprehension, High School Students, Pretests Posttests
Download full textMcCarthy, Kathryn S.; Guerrero, Tricia A.; Kent, Kevin M.; Allen, Laura K.; McNamara, Danielle S.; Chao, Szu-Fu; Steinberg, Jonathan; O'Reilly, Tenaha; Sabatini, John – Grantee Submission, 2018
Background knowledge is a strong predictor of reading comprehension; yet little is known about how different types of background knowledge affect comprehension. The study investigated the impacts of both domain and topic-specific background knowledge on students' ability to comprehend and learn from science texts. High school students (n = 3650)…
Descriptors: Knowledge Level, Reading Comprehension, High School Students, Pretests Posttests
Allen, Laura K.; Snow, Erica L.; McNamara, Danielle S. – Grantee Submission, 2016
A commonly held belief among educators, researchers, and students is that high-quality texts are easier to read than low-quality texts, as they contain more engaging narrative and story-like elements. Interestingly, these assumptions have typically failed to be supported by the literature on writing. Previous research suggests that higher quality…
Descriptors: Role, Writing (Composition), Natural Language Processing, Hypothesis Testing
Allen, Laura K.; Snow, Erica L.; McNamara, Danielle S. – Journal of Educational Psychology, 2016
A commonly held belief among educators, researchers, and students is that high-quality texts are easier to read than low-quality texts, as they contain more engaging narrative and story-like elements. Interestingly, these assumptions have typically failed to be supported by the literature on writing. Previous research suggests that higher quality…
Descriptors: Role, Writing (Composition), Natural Language Processing, Hypothesis Testing
