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| Carrell, Patricia L. | 3 |
| Wise, Teresa E. | 1 |
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| Journal Articles | 3 |
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| Reports - Research | 1 |
| Speeches/Meeting Papers | 1 |
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Peer reviewedCarrell, Patricia L. – Language Learning, 1983
The separate and interactive effects of three kinds of background knowledge (content area, context of materials presentation, and lexical items in the text) on reading comprehension were studied. Unlike native readers, nonnatives neither show significant effects of background knowledge nor appear to have a good sense of the text's difficulty. (MSE)
Descriptors: Context Clues, Difficulty Level, English (Second Language), Instructional Materials
Peer reviewedCarrell, Patricia L. – Reading in a Foreign Language, 1983
Two unresolved issues in first language and second language research on the role of background knowledge in comprehension are discussed: (1) the theoretical distinction between "content" and "formal" schemata and their interrelationship in texts and (2) the relationship of effects measured in cross-cultural research to background knowledge that…
Descriptors: Cultural Context, English (Second Language), Language Acquisition, Language Research
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
