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Download full textGordon, Christine J.; Pearson, P. David – 1983
To evaluate different strategies for improving students' comprehension skills, particularly their inference ability, 42 fifth grade students identified as good or average readers were placed into one of three groups for an eight-week instructional period. Students in one group, the Content and Structure group, received systematic attention, story…
Descriptors: Academic Aptitude, Cognitive Processes, Grade 5, Intermediate Grades
Smith, Lynn C.; And Others – 1983
A study examined students' ability to comprehend consistent or inconsistent text when activating relevant or irrelevant background knowledge. Fifty-five grade six students reading at or above grade level were randomly assigned to one of four treatment groups: activated/consistent, nonactivated/consistent, activated/inconsistent, and…
Descriptors: Content Area Reading, Grade 6, Intermediate Grades, Learning Strategies
Kapinus, Barbara; Haynes, Jacqueline A. – 1983
A study investigated the effect of underlining, naturally occurring prior knowledge, induced prior knowledge, and placement order of text information on students' immediate and delayed recall of unfamiliar text. Two reading passages of approximately 800 words were generated on the topic of computers, each with sections of information judged…
Descriptors: Content Area Reading, Grade 8, Junior High Schools, Prior Learning
Johnson, Dale D.; And Others – 1984
A study was conducted to identify the contributions of both prior knowledge and prereading vocabulary instruction to passage comprehension. In addition, semantic mapping and semantic feature analysis--instructional strategies that build upon students' prior knowledge--were compared with a modified basal approach for effectiveness as prereading…
Descriptors: Comparative Analysis, Grade 4, Intermediate Grades, Language Acquisition
Peverly, Stephen T. – 1981
A study examined whether pictures presented in advance of reading a text (advance organizers) as compared to pictures presented after reading a text (postorganizers) would significantly enhance the reader's retention of the text's content. Sixty college students rated their familiarity with six topics, then read materials presented on the three…
Descriptors: Advance Organizers, College Students, Content Area Reading, Diagrams
Holmes, Betty C. – 1981
A study was conducted to gain insight into the question answering abilities of good and poor readers by comparing how well they answered questions when their prior knowledge was at two different levels (high, low) and in four different states. These states of prior knowledge consisted of the ways in which answers to the questions were stored in…
Descriptors: Academic Aptitude, Grade 5, High Achievement, Intermediate Grades
Holmes, Betty C.; Roser, Nancy L. – 1980
A study was conducted to compare five different techniques for determining the best means of assessing a reader's background knowledge and for discovering if it is possible to elicit different amounts of information from the same subject by simply varying techniques. Subjects were 32 third through sixth grade students, divided into groups of…
Descriptors: Educational Research, Elementary Education, Knowledge Level, Prior Learning
Peer reviewedWood, Karen D. – Journal of Reading, 1985
Describes a procedure termed free associational assessment that uses free recall and associational thinking. A sample lesson is provided. (HOD)
Descriptors: Associative Learning, Educational Assessment, Prior Learning, Reading Comprehension
Peer reviewedLanger, Judith A. – Reading Research Quarterly, 1984
Using sixth-grade students, a study examines (1) relationships between background knowledge and passage comprehension, (2) relative usefulness of certain variations in measuring available knowledge, (3) value of a background measure as applied to a teacher-directed small group prereading language and concept organizer activity, and (4) effect of a…
Descriptors: Directed Reading Activity, Discussion (Teaching Technique), Grade 6, Intermediate Grades
Peer reviewedAnderson, Ora Sterling; Acker, Rose L. – Reading World, 1984
Replicates a 1977 study and reaches similar conclusions: specifically, that schematic interpretations have a high relationship to prior knowledge. (FL)
Descriptors: Academic Aptitude, Comparative Analysis, Higher Education, Knowledge Level
Peer reviewedCarr, Eileen M.; And Others – Journal of Reading Behavior, 1983
Concludes that sixth-grade students taught with methods that used a structured overview to activate background knowledge, the cloze procedure to develop an inferential thinking strategy, and a self-monitoring checklist to maintain the strategy increased their inferential comprehension skills as measured by both immediate and delayed transfer…
Descriptors: Academic Aptitude, Cloze Procedure, Cognitive Processes, Grade 6
Peer reviewedRaphael, Taffy E.; McKinney, Jean – Journal of Reading Behavior, 1983
Examines the effects of a 10-week program designed to heighten fifth- and eighth-grade students' awareness of information explicitly stated in text, implied by text, and found only in the individual's knowledge base. (FL)
Descriptors: Cognitive Processes, Elementary Secondary Education, Grade 5, Grade 8
Goss, Gail – 1999
Readers possess vast amounts of knowledge gained from their prior experiences and exposures. The more they are helped to use that knowledge for connecting new ideas to known subjects as they read, the better their comprehension will be. Discussions before reading have been a traditional way to activate students' schema for stories, but a new…
Descriptors: Childrens Literature, Instructional Innovation, Optical Data Disks, Primary Education
Peer reviewedBeck, Isabel L.; And Others – Reading Research Quarterly, 1982
Reports results of measuring children's comprehension of basal reader stories that had been revised based on notions of the role of prior knowledge in comprehension and the establishment of key story content. (AEA)
Descriptors: Basal Reading, Beginning Reading, Grade 3, Instructional Design
Peer reviewedCarrell, Patricia L.; Wise, Teresa E. – Studies in Second Language Acquisition, 1998
Separates the effects of prior knowledge and topic interest on second language reading comprehension. English-as-a-Second-Language students in an English for academic purposes program read passages and took multiple-choice comprehension tests on topics for which they had all four possible combinations of high and low topic interest and high and…
Descriptors: English (Second Language), English for Academic Purposes, Knowledge Level, Prior Learning
