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Panayiota Kendeou – Educational Psychology Review, 2024
In this paper, I discuss the inspiration, development, and further refinement of the Knowledge Revision Components framework (KReC; Kendeou & O'Brien, 2014). In KReC, we theorize about the conditions that facilitate knowledge revision during reading, and thus successful learning in the presence of prior, often incorrect knowledge. I discuss…
Descriptors: Knowledge Level, Reading, Prior Learning, Information Literacy
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Courtney Hattan – Reading Teacher, 2024
Knowledge activation and knowledge building are essential for reading comprehension. Yet, how can teachers support students in accessing and applying their existing knowledge and experiences during reading? This article provides six evidence-based principles to consider during literacy instruction, which are drawn from a recent systematic…
Descriptors: Knowledge Level, Reading Comprehension, Prior Learning, Literacy Education
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Carita Kiili; Helge I. Strømsø; Ivar Bråten; Jenni Ruotsalainen; Eija Räikkönen – Reading Psychology, 2024
This study sought to understand how well students (n = 274; M[subscript age] = 12.45) were able to identify the author, the main claim, and the supporting evidence (identification performance) and to justify the author's expertise, the author's benevolence, and the quality of the evidence (justification performance) while reading multiple online…
Descriptors: Foreign Countries, Middle School Students, Reading Comprehension, Prior Learning
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Ruth Wattenberg – State Education Standard, 2024
The surge of support for the science of reading is cause for great cheer. According to the Albert Shanker Institute, 45 states and the District of Columbia have passed laws since 2019 to shift reading instruction based on what research says works. These laws often explicitly call for teaching phonics, phonemic awareness, and other skills that…
Descriptors: Prior Learning, Reading Comprehension, Language Arts, Curriculum Development
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Zachary T. Barnes; Kelly B. Cartwright – Intervention in School and Clinic, 2024
Comprehending texts in content areas can be challenging for students with learning disabilities (LD) because they may lack the necessary background and vocabulary knowledge needed to construct meaning from text. As more students with LD are educated in the general education classroom, it is necessary for teachers to implement strategies to…
Descriptors: Learning Disabilities, Vocabulary Development, Knowledge Level, Educational Strategies
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Nana Kwon – English Teaching, 2024
This study investigates how working memory (WM) capacity and L2 linguistic knowledge affect L2 literal and inferential reading comprehension, considering the presence or absence of background knowledge. Eighty upper-intermediate to advanced adult English learners participated, completing tasks to assess WM capacity, background knowledge, L2…
Descriptors: Short Term Memory, Prior Learning, Second Language Learning, Knowledge Level
Alexander Eichner – ProQuest LLC, 2022
This study examined how background knowledge activation impacted reading comprehension. Comparisons were made between discussion-based background knowledge activation, paired informational text background knowledge activation, and a control group. One-way ANOVAs discovered significant differences between the discussion group and the control group…
Descriptors: Prior Learning, Reading Comprehension, Intervention, Student Attitudes
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Timothy A. Keller; Robert A. Mason; Aliza E. Legg; Marcel Adam Just – npj Science of Learning, 2024
As science and technology rapidly progress, it becomes increasingly important to understand how individuals comprehend expository technical texts that explain these advances. This study examined differences in individual readers' technical comprehension performance and differences among texts, using functional brain imaging to measure regional…
Descriptors: Brain Hemisphere Functions, Correlation, Expository Writing, Reading Comprehension
Cabell, Sonia Q. – American Educator, 2023
Although the focus in the early grades is often on teaching young children how to read, the ultimate goal of reading is to understand the text--whether to learn new information or simply enjoy a story. Building the groundwork needed for this understanding starts right from the beginning of life--and it's essential from the beginning of school.…
Descriptors: Primary Education, Reading Instruction, Language Skills, Comprehension
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Choi, Minkyung; Todaro, Joseph N. – Journal of Adolescent & Adult Literacy, 2022
College students are expected to comprehend, analyze, and respond to texts that are often challenging, complex, and specialized. While the importance and value of reading in higher education is hardly disputed, postsecondary literacy frequently revolves around the reinforcement of rudimentary skills. Furthermore, the demands of writing instruction…
Descriptors: College Students, Reading Comprehension, Reading Instruction, Scaffolding (Teaching Technique)
Anna E. Mason; Jason L. G. Braasch; Daphne Greenberg; Erica D. Kessler; Laura K. Allen; Danielle S. McNamara – Grantee Submission, 2022
This study examined the extent to which prior beliefs and reading instructions impacted elements of a reader's mental representation of multiple texts. College students' beliefs about childhood vaccinations were assessed before reading two anti-vaccine and two pro-vaccine texts. Participants in the experimental condition read for the purpose of…
Descriptors: College Students, Beliefs, Immunization Programs, Vocabulary
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Danielson, Robert W.; Sinatra, Gale M.; Trevors, Greg; Muis, Krista R.; Pekrun, Reinhard; Heddy, Benjamin C. – Journal of Experimental Education, 2023
When individuals seek to learn about scientific information, they likely turn to the Internet. There, they will find multiple documents with conflicting points of view and varying degrees of accuracy. Integrating this information is challenging and may evoke epistemic emotions which may, in turn, influence how this information is integrated.…
Descriptors: Thinking Skills, Epistemology, Psychological Patterns, Causal Models
Dragos Corlatescu; Micah Watanabe; Stefan Ruseti; Mihai Dascalu; Danielle S. McNamara – Grantee Submission, 2023
Reading comprehension is essential for both knowledge acquisition and memory reinforcement. Automated modeling of the comprehension process provides insights into the efficacy of specific texts as learning tools. This paper introduces an improved version of the Automated Model of Comprehension, version 3.0 (AMoC v3.0). AMoC v3.0 is based on two…
Descriptors: Reading Comprehension, Models, Concept Mapping, Graphs
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Courtney Hattan; Patricia A. Alexander; Sarah M. Lupo – Review of Educational Research, 2024
This systematic literature review examined the research on prior knowledge and its activation to ascertain how these terms are defined, what specific techniques have been empirically investigated, and the conditions under which prior knowledge activation facilitated students' comprehension. Fifty-four articles met the inclusion criteria and…
Descriptors: Prior Learning, Reading Comprehension, Educational Research, Definitions
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Dever, Daryn A.; Wiedbusch, Megan D.; Cloude, Elizabeth B.; Lester, James; Azevedo, Roger – Discourse Processes: A Multidisciplinary Journal, 2022
This study examined 57 learners' emotions (i.e., joy, anger, confusion, frustration) as they engaged with scientific content while learning about microbiology with Crystal Island, a game-based learning environment (GBLE). Measures of learners' prior knowledge, in-game text comprehension, facial expressions of emotion, and posttest reading…
Descriptors: Psychological Patterns, Reading Comprehension, Game Based Learning, Science Education
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